About this resource
Choosing how to spend free time matters. This board shows common leisure activities as symbols, with blank tiles for the person's own favourites. A simple record helps track choices and enjoyment so supporters can offer more of what the person loves.
Purpose
To support choice and control over leisure time.
Who it is for
Primary profession: Disability support workers. Also relevant for positive behaviour support practitioners, speech pathologists.
Client or participant group: Children and adults who benefit from visual choices.
Practice setting: Home, supported living, day programs and community access.
Suggested uses
- Planning free time
- Community access planning
- Supporting choice for people who use visuals
- Discovering new interests
Instructions for practitioners
- Personalise the board with real photos of the person's activities.
- Offer the board at natural times.
- Honour the person's choice where possible.
- Explain clearly if an activity is not available and offer alternatives.
Instructions for clients or participants
- Look at the board.
- Point to what you want to do.
- Tell us how it was.
Accessibility considerations
Use real photos. Adjust tile size to the person's vision and movement.
Scope and limitations
A visual support. It does not replace a communication assessment.
Research basis
Occupational therapy models describe how the person, their environment and their activities interact, and how a balance of meaningful activity supports health and participation. Human rights frameworks and research on the dignity of risk support people's right to make their own choices, including choices that involve some risk. 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.
- Ibrahim, J. E., & Davis, M. (2013). Impediments to applying the ‘dignity of risk’ principle in residential aged care services. Australasian Journal on Ageing, 32(3), 188–193. https://doi.org/10.1111/ajag.12014
- 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
- Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts, L. (1996). The Person-Environment-Occupation Model: A Transactive Approach to Occupational Performance. Canadian Journal of Occupational Therapy, 63(1), 9–23. https://doi.org/10.1177/000841749606300103
- 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
- United Nations. (2006). Convention on the Rights of Persons with Disabilities. https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities
- Wagman, P., Håkansson, C., & Björklund, A. (2012). Occupational balance as used in occupational therapy: A concept analysis. Scandinavian Journal of Occupational Therapy, 19(4), 322–327. https://doi.org/10.3109/11038128.2011.596219
- World Health Organization. (2001). International classification of functioning, disability and health (ICF). WHO. https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health
What is included
A 4-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced. Symbols are original line drawings created for Practitioner Plus.
