Visual Schedules

Visual schedules are an access support used by many neurodivergent children and young people to understand routines, transitions and daily expectations in ways that feel predictable, safe and manageable. For children who process information visually, schedules can reduce uncertainty, support regulation and increase autonomy by showing what is happening now, what is coming next and how the day is structured.

Visual schedules should always be individualised, respectful of the child’s communication style, and reflective of their unique profile.

Designing a Visual Schedule

When creating a schedule, the format should match the child’s preferred way of understanding the world. Consider:

  • The number of steps included (First/Then, part-day, full-day)
  • The child’s communication preferences and mode of processing
  • The sensory and cognitive load of each visual format
  • The child’s literacy profile (symbolic understanding, reading, GLP, AAC etc.)

Types of Visual Supports

  • Functional Objects
    • These are real items that represent information in a concrete manner.
    • Some children make meaning most easily through tactile, concrete objects. A toothbrush may represent brushing teeth, a fork may represent mealtime, a ball may represent outdoor play.
    • The object offers sensory information that can support memory, predictability and transitions.
  • Objects of Reference
    • These are objects chosen to symbolise an activity, even when not used in the activity itself. They rely on developing symbolic understanding. When used consistently, children begin to associate the object with the event or routine it represents.
  • True Object-Based Icons (TOBI)
    • TOBIs are photographs cut to the outline of an object, offering a bridge between real objects and two-dimensional images. They provide both visual and tactile clarity and support children who benefit from concrete representation.
  • Photographs
    • Photographs give a highly recognisable cue. Photos should be uncluttered, focused on the key information and visually accessible. Written words can be paired for readers, AAC users or children who benefit from consistent terminology, but should be removed if visually overwhelming.
  • Symbols
    • Symbols, such as those created in Boardmaker or similar systems, offer a more abstract representation. They should be clear, sized appropriately, and reviewed regularly to ensure the child continues to understand them.
  • Written Schedules
    • Written schedules work well for children who prefer text, including confident readers, hyperlexic children or those who process information best through written language. These can be presented on clipboards, whiteboards, notebooks, or digital devices.
  • First / Then Supports
    • First/Then supports break information into two steps, helping children navigate transitions and sequence activities. They are useful when children benefit from reducing cognitive load or making routines more predictable.
    • First/Then boards should never be used to manipulate behaviour or withhold preferred activities. Instead, they should:
      • clarify what is happening now and next
      • support transitions
      • reduce verbal prompting
      • provide emotional predictability
      • honour the child’s autonomy and agency
  • Using Visual Schedules in Daily Life
    • Visual schedules work best when they are:
      • Consistently available, not only during moments of dysregulation
      • Easy to interpret, even during periods of overwhelm
      • Presented in a predictable format, such as top-to-bottom or left-to-right
      • Located where the child naturally looks, such as their desk, wall or bag
      • Portable, when needed for transitions
    • Children may naturally check their schedules, or they may benefit from gentle, guidance to do so. Guidance should be meaningful and aligned with their interests (for example, a transition object, symbol or photo).
    • Children should be supported to interact with their schedule in ways that make sense to them, such as:
      • placing an item in a “finished” box
      • matching objects or symbols
      • ticking items
      • flipping cards on a keyring
    • The goal is not compliance. The goal is access, predictability, and autonomy.
  • Supporting Choice
    • Visual supports also enable children to express preferences and make meaningful choices. Choice can be overwhelming when presented verbally, so visual options help children understand possibilities clearly and confidently.
    • Present choices visually through:
      • a choice board
      • objects on a tray
      • photos
      • AAC systems
      • symbols
    • Begin with a small number of choices that are meaningful, increasing as the child’s sense of agency grows. Choice-making should always be empowering, never used as a behavioural tool.

More visual support ideas are available on the Middletown Centre for Autism website.