About this resource
Mornings run more smoothly when every step is clear. This visual sequence includes original symbols for common morning steps and blank cards for the person's own steps, with guidance on putting it in order, teaching it and gradually reducing support.
Purpose
To make the morning routine predictable and support independence one step at a time.
Who it is for
Primary profession: Disability support workers. Also relevant for occupational therapists, educators and school support staff.
Client or participant group: Children and adults who benefit from visual supports to complete a morning routine.
Practice setting: Home, supported living and respite.
Suggested uses
- Building independence with morning routines
- Reducing verbal prompting
- Supporting consistency across support workers
- Preparing for school, work or day programs
Instructions for practitioners
- Choose and order the steps with the person, matching their real routine.
- Display the sequence where the routine happens.
- Point to each step and let the person lead as much as possible.
- Reduce prompts gradually as the person becomes more independent.
- Only include a medication step if it matches the person's medication plan.
Instructions for clients or participants
- Look at the next picture.
- Do that step.
- Move or tick the card when it is done.
Accessibility considerations
Replace symbols with photos of the person's own items if that is clearer. Print large and laminate.
Scope and limitations
A general visual support. It is not a medication plan or personal care plan.
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.
- 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
- 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.
