About this resource
A first, then board shows two steps: what happens first and what happens next. It can make transitions more predictable and help people understand what is expected, especially when spoken language is harder to process.
Purpose
To make transitions predictable by showing what happens first and what comes next.
Who it is for
Primary profession: Disability support workers. Also relevant for positive behaviour support practitioners, educators and school support staff, speech pathologists.
Client or participant group: Children and adults who benefit from visual supports, used with a support person.
Practice setting: Home, school and day programs.
Suggested uses
- Supporting transitions between activities
- Showing what comes after a less preferred task
- Making routines more predictable
- Supporting communication for people who use visuals
Instructions for practitioners
- Choose two activities, with the first being the current or less preferred task.
- Add a word, symbol, photo or object to each box.
- Show the board and say it simply: first this, then that.
- Follow through on the 'then' activity, so the board stays trustworthy.
Instructions for clients or participants
- Look at the board to see what happens first and what comes next.
Accessibility considerations
Use the person's own photos or symbols and keep the wording consistent.
Scope and limitations
First, then boards should support understanding, not be used as a reward or punishment system. Individualise the visuals and involve the person in choosing activities where possible.
Research basis
Visual schedules and other visual supports are established evidence-based practices for autistic children and young people, and are widely used with others who benefit from visual information. Positive behaviour support aims to improve quality of life and reduce behaviours of concern by understanding their function and changing environments and skills.
- Allen, D., James, W., Evans, J., Hawkins, S., & Jenkins, R. (2005). Positive Behavioural Support: Definition, Current Status and Future Directions. Tizard Learning Disability Review, 10(2), 4–11. https://doi.org/10.1108/13595474200500014
- Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. https://doi.org/10.1007/s10803-014-2201-z
- NDIS Quality and Safeguards Commission. NDIS Practice Standards and Quality Indicators. https://www.ndiscommission.gov.au/rules-and-standards/ndis-practice-standards
- Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. FPG Child Development Institute, University of North Carolina. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure and layout were created for this resource. No third-party worksheets, illustrations or text were reproduced.
