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It explains how visual schedules increase predictability and consistency by showing what will happen “now” and “next,” and provides step-by-step instructions for creating cards, mounting them for daily use, and teaching children to interact with the schedule. 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Visuals help young children learn and follow routines by helping them understand what is happening “now” and what is going to happen “next.”Visuals serve as reminders for verbal directions and help children know exactly what is expected of them.  \nUse the following visual cue cards and templates to develop visual supports that work for your  \nchild and family!  \nVisual Schedule  \nNational Center for Pyramid Model [Innovations |](Innovations | ChallengingBehavior.org)[ ChallengingBehavior.org](Innovations | ChallengingBehavior.org)  \nThe reproduction of this document is encouraged. Permission to copy is not required. If modified or used in another format, please cite original source. This is a product of the National Center for Pyramid Model Innovations and was made possible by Cooperative Agreement \\#H326B170003 which is funded by the U.S. Department of Education, Office of Special Education Programs. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.  \nPub: 09/30/20  \nNational Center for Pyramid Model [Innovations](Innovations | ChallengingBehavior.org)[ | ChallengingBehavior.org](Innovations | ChallengingBehavior.org) 1  \nVisual Schedules  \nUsing a visual schedule at home provides young children with predictability (i.e., they know what activity or routine is coming and when) and consistency (i.e., the schedule of activities or routines is the same). Visual schedules help children know what their day will look like by letting them know when activities or routines will happen. These visual cards will make this process easy!  \nMaking a Visual Schedule  \n1. Identify when you need a visual schedule. A visual schedule might outline parts ofa day, half-day, or an entire day. Pick the times of your day when your child might need extra support to engage in activities or cope with transitions.  \n2. List the steps you want your child to follow. For example, for a bedtime routine, you might list:  \n• go to the bathroom  \n• wash  \n• put on pajamas  \n• brush teeth  \n• read a book  \n• bed time  \nTIP! Structure the day so that fun activities follow ones that are challenging. You might put cleaning up right before going outside or brushing teeth right before reading books.  \n3. Cut out the cards. Optional: Print cards on cardstock, attach to thicker paper, laminate, or make cards sturdy by covering with clear tape or clear contact paper.  \n4. Select the visual cards for the schedule you want to create. Don’t see a visual you need? It’s easy to make your own! See the page 4 for directions.  \n5. Get creative! Use tape, Velcro, or magnets to post the visual cards in the order your child will do them. Families find that posters, file folders, or hanging pocket charts work great for visual schedules.  \nTIP! Schedules work best when children can see when they are done with an activity. Here are some ideas:  \n• Create a pocket at the bottom or end of the display that represents“finished” or “all done.” Place visuals in envelope or pocket when finished.  \n• Make a schedule with visuals that can be removed.  \n• If your schedule is a book format, turn the page.  \n• Use a placeholder (like a clothespin or paper clip) that can move from visual to visual.  \n6. Post the schedule. Place the schedule at the child’s eye level in a place where you go often (e.g., kitchen) to promote consistent use. Use the schedule as part of your daily routine!  \n[ChallengingBehavior.org |](ChallengingBehavior.org | National Center)[ National Center](ChallengingBehavior.org | National Center) for Pyramid Model Innovations 2  \nHow to Use  \n► Teach your child how to use the schedule by explaining and demonstrating how to use the pictures.  \n► Refer to the visual schedule throughout the day (e.g.,“We just got hom","cbCaipX5KFixy7Rd","https://ap.wps.com/l/cbCaipX5KFixy7Rd","pdf",8669504,9,"English","# Introduction\n## Visual Schedule\n## Making a Visual Schedule\n## How to Use\n## First/Then Boards\n## Making a First/Then Board\n## Attaching Cards","[{\"question\":\"How do visual supports help children with routines and transitions?\",\"answer\":\"Visuals help children understand what is happening “now” and what is going to happen “next.” They also serve as reminders for verbal directions and make expectations clear.\"},{\"question\":\"What are the main steps for making a visual schedule at home?\",\"answer\":\"Identify when you need the schedule, list the steps your child should follow, cut out the cards, choose the visuals, and post the schedule at the child’s eye level. Optional tips include laminating and using removable card formats.\"},{\"question\":\"How do first/then boards work and when should they be used?\",\"answer\":\"First/then boards support transitions, split routines into smaller steps, and encourage children to complete less preferred tasks to reach a more enjoyable activity. They can be made by printing templates or creating a custom board with a “First” section and a “Then” section.\"}]","Visual supports for routines, schedules, and transitions - Making a Visual Schedule and First/Then Boards | PDF",1790259021]