Visual Schedules

For children who respond best to visual methods of communication, visual schedules might support their understanding of what is expected throughout the day. Visual strategies can reduce anxiety and promote independence by showing the child what is happening now and next  and makes the day/ activity or environment feel more predictable safe and secure.

Schedules should be individualised and should be at a level easily understood by the child.

Factors to consider include:

  • How many activities to include on the schedule:
    • First/Then
    • Part day
    • Whole day
  • Method of communication
    • Functional object
    • Object of reference
    • TOBI (True Object Based Icon)
    • Photograph (with/without word)
    • Symbol(with/without word)
    • Written

Each form of communication is outlined in more detail below:

  • Functional object
  • Object of reference
  • TOBI (True Object Based Icon)
  • Photograph (with/without word)
  • Symbol (with/without word)
  • Written

Object Schedule

An object schedule is often used on a visual schedule when a child finds it difficult to understand gestures, spoken words or has a complex learning need.  The parent or educator will carefully choose an object and use it consistently and routinely thus enabling the child to make a connection between the object and the activity it symbolises.  The parent or educator should present the actual object when it is time to transition to the associated activity as this will give tactile and visual information about what is going to happen. Some autistic children and young people will need to use the object in the activity, for example carrying a ball to the ball pool.  Also, carrying the object offers a permanent tactile reference and therefore supports memory.   Some children may need to be prompted to check their object schedule before transitioning to it. 

Functional /Actual Objects may be:

  • A toothbrush for brushing teeth
  • A fork for eating

Object of Reference

An Object of Reference is used in a similar way to a functional object and is also a concrete way of representing something.  The parent or educator will carefully choose and use consistently an Object of Reference to communicate meaning for the child.  Some symbolic understanding is needed when using an Object of Reference as the child or young person is expected to attach meaning to the Object of Reference rather than its actual use, for example a ribbon or sports bib could be used to represent a sporting activity or a P.E. lessons but the actual ribbon or sports bib itself may not be used in the activity.  When the object of reference is used consistently and routinely the child or young person makes the connection between the object of reference and what is symbolises.  

Objects of Reference can be:

  • A miniature or toy car to represent a journey in the car or a ball to represent PE/ Outdoor play

Ball for PE

Object for Outdoor Swings

They can also be used in strategies such as first/ then board to help a pupil understand expectations and upcoming activities.

Object First Then

True object-based icons (TOBI)

What is it?

A TOBI is a picture cut out in the shape of the object or scanned; that helps an individual transition from 3- dimensional objects to 2-dimensional objects. It provides an interim stage between objects of reference and photograph schedules. TOBIs are usually true to size.   The cut out/scanned shapes allow the individual to both clearly see the object and feel the outline of the shape. 

Like all visual schedules, it is good practice when using TOBIs to present it to the individual consistently, using the same spoken language and presented immediately before the activity it represents. e.g. Teacher/ CA presents the individual with a nappy and clearly states ‘change nappy’.  These can be adapted as the child or young person learns the system.

TOBI Schedule 

Photograph Schedules (with or without word)

Photograph schedules should provide a clear expectation for the child.  The photographs should only include the most important information and exclude possible background distractions. It may also be beneficial to choose a background colour that provides a good contrast. Written words can be useful to include as it will ensure that parents and educators use consistent language. However, some children or young people may find them distracting. 

Photograph Schedule

Symbols (with or without word)

The use of symbols from board maker etc are less concrete.  The symbols should be printed at an appropriate size for the user and can either be in colour or black and white. As with all systems it is important that the child or young person is taught what they mean and ongoing assessment takes place to ensure they are understood. 

Symbol Schedule Home

Symbol Schedule School 

Written Schedules

Written schedules maybe effective for individuals with strengths in reading.  A written schedule can be presented in a variety of was for example, using a clipboard, whiteboard, daily dairy, or on a smart phone or iPad.  The schedule should be kept concise yet providing enough information to guide the young person throughout their day.

First / Then

A first and then board is a basic visual schedule that breaks down the information into what is happening now and what will happen next.  It presents the information in a basic manner and maybe more motivating for the individual.  It can be used in a variety of ways for example, motivating an individual to complete a less preferred activity following it by a more preferred.  

A first and then board can also be used to support transitions between activities or locations.  It can help reduce verbal prompting from adults therefore helping to increase independence. 

When using the first and then board decide what level of visual will be used, for example, objects, photos or written word. Also consider the goal of using the first and then board, for example, to transition a child from one activity to another, or to motivate them to complete an activity that they often refuse by following it with a highly motivating activity. 

As with every strategy, the first and then board can be personalised to meet the needs of the individual.

First Then Home

A schedule should be used consistently with an individual and not just on ‘difficult days.’  The individual should be able to easily understand the schedule, even during their most difficult moments. Presentation of the schedule should either be:

  • Top-to-bottom
  • Left-to-right
  • Location of schedule
    • On the child or young person’s own desk or work area at home. 
    • On the wall in the classroom or in the home. 
    • In a transition area beside other children and young person’ schedules
    • Portable
  • It is important that the child regularly checks their schedule throughout the day. There are various ways the child or young person can be prompted to check the schedule:
    • A transition Object/symbol can be given to the child or young person to indicate time to check schedule. This should be meaningful for the child or young person and could include an item or photo related to their specific interest. 
    • Object/symbol at end of an activity system to indicate they should check their schedule.
    • Verbal prompt- ‘Check Schedule’
  • It is important that the child or young person manipulates the schedule in some way to reaffirm that one activity is finished and to check. This can be done in the following ways and should be in keeping with the child or young person’s understanding and motor skills:
    • Object/symbol is matched at the activity
    • Object/symbol is posted in ‘Finish’ box/envelope
    • Activities ticked off as done
    • Activities ticked off when commencing the task

As described, the type of schedule and how it is used will depend on the individual. The parent and educator will be able to decide which best suits the student through assessment which is detailed in the TEACCH programme. Wherever possible the same systems should be used across home and school to support understanding and consistency. 

Supporting Choice

Visual supports can also be used to support a child or young person to make choices or to show preference. Choice is an abstract concept and it can be confusing or overwhelming for the child. Limiting choices and presenting them visually will support the child or young person to successfully make a choice. Start with two items, one preferred and one non-preferred to support the child or young person’s understanding of the concept. Only when the child or young person is confident with making a choice between two items that more can be added in. Choice can be presented visually through a choice board, shown below, or presenting the child with a tray containing the real-life objects. 

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