Getting your child to stop playing, put on their shoes, or start homework can turn an ordinary afternoon into an exhausting negotiation. For some autistic children, the hardest part is understanding what is happening now and what comes next.
A first-then board is a simple visual support with two spaces: FIRST shows the current activity, and THEN shows the next one. You can make one with paper and two pictures, introduce it during an easy routine, and gradually use it for more challenging transitions.
At Little Champs ABA, we use visual supports to help children understand routines, communicate preferences, and build independence. The pictures are simple. Choosing when and how to use them requires more thought.
What Is a First-Then Board?
A first-then board is a two-part visual schedule. It shows activities in a predictable order using photographs, pictures, symbols, or written words.
For example:
| FIRST | THEN |
|---|---|
| Put on shoes | Go outside |
Example of a first-then board for a getting-ready routine.
The first activity may be necessary or less preferred, while the second may be something the child enjoys. However, both activities can also be enjoyable.
The purpose is to make the sequence understandable, rather than simply encourage compliance.
The Indiana Resource Center for Autism recommends individualized first-then sequences as one way to support transitions.
How to Make a First-Then Board in 7 Steps
You don’t need special software or expensive materials. In our clinical planning, we focus first on whether the child understands the pictures and whether the proposed sequence fits their abilities.
1. Choose one predictable routine
Start with something manageable, such as putting a book away before choosing another activity.
Avoid introducing the board for the first time during a meltdown or particularly difficult demand. Your child needs opportunities to learn what the pictures mean.
2. Gather simple materials
You can use:
- A piece of cardstock or laminated paper
- Two photographs, icons, or written labels
- Velcro dots or reusable adhesive
- A marker for FIRST and THEN
- A small envelope for extra pictures
A phone-based version may work better for older children.
3. Use pictures your child recognizes
Photographs of your child’s actual shoes, toys, or bathroom can make the board more meaningful.
Some children understand symbols immediately. Others benefit from real objects or photographs first. The Indiana University visual supports library offers examples families can adapt.
4. Keep the first task achievable
If cleaning an entire bedroom feels overwhelming, start with putting three toys in a basket.
We call this task analysis: breaking a larger activity into smaller, teachable actions.
5. Make the THEN activity meaningful
Pay attention to what your child currently enjoys. A preferred activity might be swinging, listening to music, drawing, or playing with a favorite toy.
Never make food, water, bathroom access, communication, or necessary regulation support conditional on finishing a task.
6. Introduce and follow the sequence
Show the board and say, “First shoes, then outside.”
Point to each picture, offer help when needed, and follow through on the promised activity once the first step is complete. Consistency helps children learn to trust the visual.
7. Gradually reduce adult reminders
Initially, you may need to point toward the board or demonstrate what to do.
Over time, allow your child to check it independently. The goal is less reliance on adult prompting, not perfect performance.
First-Then Board Examples for Everyday Routines
A useful board addresses a real challenge in your child’s day. We’ve found that choosing a specific, observable action helps families identify what is working and what needs adjusting.
| Situation | FIRST | THEN |
|---|---|---|
| Morning | Put on socks | Choose a song |
| Playtime | Put blocks away | Play with cars |
| Homework | Complete two problems | Take a movement break |
| Bedtime | Put on pajamas | Read a favorite story |
| Daycare | Put crayons away | Go to the playground |
For longer routines, a full visual schedule may be more appropriate.
A first-then board is particularly useful when your child needs to understand the next immediate step.
Why a First-Then Board Sometimes Stops Working
When a child ignores a board or becomes upset, we look at the situation before assuming the strategy has failed.
A visual can make expectations clearer, but it cannot resolve every source of distress.
The first activity is too difficult
A child who lacks the motor skills to fasten a button may become frustrated even when the sequence is clear.
Offer assistance, simplify the task, or reconsider the goal.
The promised activity is unavailable
If the board says THEN playground, your child needs to be able to trust that expectation.
When plans change, acknowledge the disappointment, update the picture, and offer a meaningful alternative. Our discussion of autism transitions explores ways to prepare children for unexpected changes.
Your child needs a break
Sometimes refusal communicates fatigue, sensory discomfort, confusion, or a need for help.
Teach your child to request a break through speech, gestures, or augmentative and alternative communication (AAC). Their communication should remain accessible regardless of the board.
Our guide to visual communication supports explains additional options.
Helping Children Use First-Then Boards at School and Home
We want children to understand routines across different environments, rather than depend on one particular board or adult.
For example, a child may use photographs during an ABA therapy at home session and a simple written version in the classroom.
For children struggling with assignment initiation, our article on academic skill support explains how visual cues can fit into individualized teaching.
At Little Champs ABA, families can explore support through:
- Center-based ABA therapy for structured skill practice in Cottonwood Heights
- ABA therapy at home for daily routines and caregiver coaching
- ABA therapy in school for classroom transitions and independence
- ABA therapy in daycare for early group routines
- ABA therapy for teenagers for planning and age-appropriate independence
- Telehealth ABA for remote coaching and support when appropriate
We serve families through our Colorado ABA programs and Utah ABA services, with additional services in Georgia and Virginia. Availability varies by location.
Families exploring therapy can also review our insurance coverage information.
Frequently Asked Questions About First-Then Boards
Parents often wonder whether these boards work for children with different communication skills, or whether they should be used for every transition. The answers depend on how the individual child responds.
At what age can a child use a first then-board?
There is no single starting age. Children who understand photographs or objects may begin using simple two-step visuals early, while older children may prefer written or digital versions.
What if my child does not understand pictures?
Try real photographs, familiar objects, or adult modeling. An individualized assessment can help determine whether the child understands the relationship between each visual and the activity.
Should I use a first-then board for every activity?
Usually, no. Start with one or two routines where the support is genuinely helpful. Expand based on your child’s needs and preferences.
Can a first-then board prevent meltdowns?
It may reduce confusion during some transitions, but it cannot prevent every meltdown. Sensory overload, anxiety, pain, fatigue, and unmet communication needs may require other supports.
A First-Then Board Should Make Life Easier
A first- then board works best when your child understands the pictures, the first task is achievable, and adults respond flexibly when something feels difficult.
Pay attention to small changes: fewer reminders, a child checking the board independently, or an easier transition after a difficult morning.
At Little Champs ABA, we help families choose strategies that fit their child’s communication, strengths, and daily life. If transitions are becoming a frequent source of stress, contact our team to discuss individualized ABA support.
Sources
Indiana Resource Center for Autism. (n.d.). Transition time: Helping individuals on the autism spectrum move successfully from one activity to another. https://iidc.iu.edu/irca/articles/transition-time-helping-individuals-on-the-autism-spectrum-move-successfully-from-one-activity-to-another.html
Indiana Resource Center for Autism. (n.d.). Visual supports. https://iidc.iu.edu/irca/resources/visual-supports/index.html
Centers for Disease Control and Prevention. (2024). Treatment and intervention for autism spectrum disorder. https://www.cdc.gov/autism/treatment/index.html
National Clearinghouse on Autism Evidence and Practice. (2020). Evidence-based practices for children, youth, and young adults with autism. https://ncaep.fpg.unc.edu/research-and-resources/
Autism Focused Intervention Resources and Modules. (n.d.). AFIRM modules. https://afirm.fpg.unc.edu/afirm-modules/