About this resource
Making a sandwich is a great first step in meal preparation. These visual steps break the task into eight clear actions, from washing hands to cleaning up, with space to record the person's favourite fillings and tips for teaching and fading support.
Purpose
To support independence in a simple, everyday meal task.
Who it is for
Primary profession: Disability support workers. Also relevant for occupational therapists.
Client or participant group: Adults and young people building independence in simple meal preparation.
Practice setting: Home, supported living and day programs.
Suggested uses
- Teaching simple meal preparation
- Building confidence in the kitchen
- Supporting consistency across workers
- A starting point before more complex recipes
Instructions for practitioners
- Set out everything needed before starting.
- Let the person do as much as possible, prompting only when needed.
- Use the same order and words each time.
- Check food allergies, dietary needs and safe knife use first.
Instructions for clients or participants
- Follow the pictures in order.
- Choose your favourite filling.
- Clean up when you are finished.
Accessibility considerations
Use photos of the person's own kitchen and food. Use a butter knife or adapted equipment if needed.
Scope and limitations
A general visual support. Check dietary requirements, allergies and any mealtime or swallowing guidance from health professionals before use.
Research basis
Active support, which gives people real opportunities and just-enough help to take part in everyday activities, increases engagement for people with intellectual disability. 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.
- 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
- Mansell, J., & Beadle-Brown, J. (2012). Active support: Enabling and empowering people with intellectual disabilities. Jessica Kingsley Publishers.
- 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 3-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.
