SkillSprout

SkillSprout guide

A practical guide to visual schedules and first-then boards

A visual can show what is happening now, what comes next, or a short sequence of familiar activities. This guide shares general ideas for choosing a format and introducing it during a home or classroom routine.

What are these visuals?

A visual schedule lays out activities or steps in sequence. A first-then board is a shorter format with two parts: what happens first and what comes next. Depending on the person and the routine, information might be represented with an object, photograph, picture or icon, written word, or a combination.

There is no single format or amount of detail that fits everyone. Choose a representation the individual can recognize and a level of complexity that makes sense for that specific routine.

Choose a format the person understands

Think about what is familiar and easy to identify in that setting. For example, a photo of the person’s own backpack could stand for “pack up”; a familiar picture could represent snack; a written label such as “wash hands” may suit someone who reads those words. A real spoon could represent the next meal-related step for someone who recognizes objects more readily than pictures.

These are examples, not a ranking. The useful question is whether this person recognizes the symbol and connects it with the activity. A format can be adjusted if it is unclear or no longer fits.

Keep the amount of information manageable

Start by deciding what the visual needs to show—not by aiming for the longest schedule. For one transition, two spaces labeled “first” and “then” may be enough. For a short arrival routine, a few clear steps such as “hang coat,” “put away bag,” and “choose a book” may make sense. Another person or routine may call for a different amount of detail.

More steps are not automatically better. Keep only the information that is relevant to the routine, and change the layout or detail when the person’s understanding, setting, or activity changes.

Introduce the visual as part of the routine

  1. Pick one familiar moment. Choose a routine with a clear beginning, such as getting ready to leave or setting up for snack.
  2. Show it where it is useful. Place or bring the schedule where the person can see it at the relevant moment. Keep its location consistent when practical.
  3. Connect the visual to the activity. Point to the current picture, object, or word and use a brief matching phrase. Refer back to the next step as the routine continues.
  4. Choose a simple “finished” cue, if helpful. A person might move a card, turn it over, check it off, or simply look to the next item. Use a method that is clear and manageable for them.
  5. Keep it current. If plans change, update the visual or explain the change in a way the person can understand. Notice whether the symbols and amount of information still fit.

Simple routine examples

At home

First: put pajamas in the laundry basket.

Then: choose a bedtime story.

Use an understood picture, photo, object, or words for each part.

In a classroom

First: put the folder in the tray.

Then: join the morning activity.

A short two-part board can be limited to this transition.

Sources to explore

This overview is general information, not individualized clinical guidance. For more examples and context, see these source resources: