AUTISM VISUALS

BOOSTER PACK
DW AUTISM
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WASH HANDS
A Detailed Step-By-Step Visual Guide for washing
hands
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GETTING DRESSED
A Detailed step-by-step Autism Task Analysis will help children get dressed for school. Depending on the season, you can strike off
certain dress elements that are not required. For example, during summer, you might want to cross out coat, mittens and snow pants.
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TOILET TRAINING TASK ANALYSIS

Toilet training could become an issue for toddler and children with Autism. This task analysis board for Toilet training helps break-down
the activities into smaller, easy to follow steps while maintaining hygiene and toilet etiquettes.
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VOLUME METER
This visual will help your child to understand when a
volume is too loud or too soft. Also, it contains
reference animal pictures to help your child understand
what sounds are usually loud.

Particularly helpful for children with Sensory

Processing Dysfunctions who are extremely sensitive to
sound
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VOLUME METER
ENHANCED
This Autism Picture board is an improvement over the
previous volume meter. While the previous picture was
more instrumental to differentiate between low and high
volume, this visual board puts into context a situation
where a particulate auditory level is acceptable.

For example, the child would need to learn that he or

she needs to be quiet in a church while a restaurant or
an assembly could get real loud and noisy.
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LISTENING SKILLS
Listening is a skill that children with Autism are not
usually very good at. They fall under 2 categories:

Are always in a hurry to express their own feelings

without paying attention to what others might have to
say.

Are very passive and neither pay attention to what is

being told nor interested in expressing their
sentiments

This visual board will help them to listen and process

information in a structured manner.
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SELF AWARENESS
This visual board will help kids with Autism to
express their own feelings and state their
requirements.

Use this Autism Printable to get your child to write

down what they want and when they want it. Its
handy to stick it up on their study so that they are
always self aware of their needs and necessities.
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A choice board is an excellent visual tool to stimulate decision making.
Decision choices can vary in complexity based on that child's age and

CHOICE BOARDS severity of Autism. For example, the choice for a toddler might be as
simple as Tomato or Milk, but for a high schooler it might be between
hiking or skiing.
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SIMPLE TASK BOARD Example: Getting Ready for School

This you can use for any form, fit or purpose. Just use this printable to 1. Have breakfast
create your own sequence of tasks. The task here should be pretty simple 2. Pack your bags
3. Get Dressed
and at a high level. You can expand it further by adding subtasks for each
of these tasks. Check out a complete example by clicking here
NOTE: The other use of the same section is as a choice board in conjunction with the Self Expression. This is discussed at a later page
10 NORMAL TASK BOARD
A more extended version of the simple task board (as in the previous page). This could be
used to breakdown more complex tasks.Check out a complete example by clicking here
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COMPLEX TASK BOARD

A more extended version of the normal task board
(as in the previous page). This could be used to
breakdown complex tasks.Check out a complete
example by clicking here
 12 USING TASK BOARDS EFFECTIVELY
Have Pack Your Get
Breakfast School Bag Dressed
A complete example of how task boards could be used effectively to break up tasks
from a very high level to a much more granular (activity) level.

In this example, we have started from the top (Getting Ready for School) and then
have broken down the high level tasks into detailed activities that are easy to follow.

Open Clean Put

Backpack Bag Textbooks

Get Get Pour

Bowl Milk Cereals
Put Check Put
Stationaries Homework Lunchbox

Add Eat Wipe Hands Put Organize Zip

Fruits Breakfast and Mouth Flashcards Items Backpack
PRIMARY CHOICE OPTION BOARD
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HIGH SCHOOL CHOICE OPTION BOARD
Choice board Visual options for Adolescents with Autism in their High School
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SIMPLE TASK
MANAGEMENT
A simple visual card to manage binary tasks involving
not more than 2 steps. Please print and cut out the top
Eat Brush section. The bottom section is for example only.
Dinner Your Teeth
 +
Choice Board (A) Self Expression (A) - “I Want”

TIPSHEET ON HOW TO USE THE SAME TOOL AS A CHOICE BOARD

What? How?
A visual tool with two or more possible choices for an individual. ✴Determine what and how many choices will be placed on the
These choices may be expressed as pictures, text or can be board.
represented by objects. With a choice board the individual has time
CHOICE BOARD A
to see all the possibilities, has time to think about the decision and
has time to check the options as often as needed, before making a ✴Board may hold 3 choices or as many as required for each
decision. student. (Website offers Choice Board with 3, 6 and 9 visuals)

Why? ✴Print photos, pictures or symbols that represent each choice.

Photos of the individual participating in the activity or with the
The primary purpose of a choice board is to present a visual display object are also acceptable. Ensure the student knows what they
of options. It is a strategy that will aid or support the comprehension each represent.
of the auditory message and choice situation by circumventing the
CHOICE BOARD B
rapid disappearance of the spoken message regarding choices.
✴Create an “I want ..” card

✴Create descriptor visuals (green, red, big, small, etc.)

✴Cut the images into squares that are relatively the same size.
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✴Use an empty binder, folder or sturdy construction cardboard. to be chosen, etc.)

✴Place 4 vertical strips of Velcro evenly spaced across the board

(Choice columns)

✴Place 1 horizontal strip of Velcro along the bottom of the columns

(sentence choice strip)

✴Attach the corresponding Velcro to the photos, pictures or

symbols.

✴Divide and place in columns as they would appear in a complete

choice sentence. (“I want “ in first column, colors, size and then
the actual choice in the last column). This may be used by a
student who is at Phase 4 in PECS or who can create single
sentence strips.

When?
✤Introduce as a communication tool for the student and when
choices are being presented to the student

✤“I want should only be introduced when the concept and use of a
basic choice board system has been successfully introduced and
used.

✤Prompt student through the sequence of choosing the “I want”

card and placing it on the horizontal strip of Velcro

✤Prompt student to choose the next sequence of visuals to

correspond with the choices they wish. “Ex. Student chooses
crayons – reinforce and offer crayons. Progress to color of crayon

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COMPLEX TASK
MANAGEMENT
Open Get Pour Milk This Autism Visual Printable will help your child understand
Refrigerator Milk Bottle into Bowl how to carry out activities in a particular sequence when
there are more than 2 tasks involved.

Based on the previous example of Task Management, you

could break up each of the activities into a sequence of
A Simple Example of how to break up a task into a chain of activities. E.g. Get Milk
sub tasks.
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TOKEN BOARD
This is another visual Task Analysis strategy that relies of the effect of Reward & Positive Reinforcement.
Circles can represent a portion of the completed task. For example answers, math addition, colored picture or sentence completion. Once all
the 5 activities are filled in, the reinforcement (reward, in this case popcorn) is earned.
NOTE: In order to promote success, it is important that the tasks be reasonable and achievable. Expectations could be increased as the child
continues to meet success. Vary the reinforcer to prevent satiation, but ensure that the reinforcer is always a motivating factor. Remember, you
are only as good as your reinforcer.
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ACTIVITY CARDS
This is a good way to encourage activities for Autistic
children. Print this Visual Board for Autism and cut out the
individual pieces.
Then incorporate these activities in your child’s daily
schedule. For example:
MORNINGS: Stretch
WEDNESDAY: Swimming
WEEKENDS: Camping

NOTE: This works very well with the Activity Schedule Visual
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ACTIVITY CARDS -
ENHANCED
Additional Activity boards for children with Autism.
Again use the Activity Schedule Visual boards to
integrate these activities to your child’s daily regime.
Note that these activities are primarily designed to
provide the much needed sensory stimuli for Autistic
children who are sensory seekers by nature.
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VISUAL SCHEDULE - HORIZONTAL

In this Autism picture board eBook, we are providing you 2 different layouts for managing schedules, this one is for the horizontal layout.
Children with autism typically need help self managing their schedules. Visual boards such as this helps them to stay focused. You can use
these visual boards with the activity cards that was discussed in the previous section. Click here to learn how to use this sheet.
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VISUAL SCHEDULE -
VERTICAL LAYOUT
This is the vertical version of the same scheduler that we
discussed in the previous page, again to be used with the
Activity cards. In the next page, we will explain how best to use
this Visual model for children with Autism.

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TIPSHEET ON HOW TO USE THIS VISUAL SCHEDULING TOOL

What? • Digital images are particularly useful when creating visual schedules.

Visual schedules are a form of communicating when events/activities will • Images of the student participating in the activity or event present a
take place and what will come next, in a clear and concrete manner. very clear visual.

• To preserve the images, laminate and then attach Velcro to the back. A
Why?
schedule should not be fixed as they change. The Velcro allows
A visual schedule sequences activities for a certain period of time. It pictures to be moved as needed.
assists an individual with predicting and planning, which in turn can help
• Attach the corresponding Velcro to the schedule template.
to decrease challenging behaviors and anxiety. Many students with ASD
are visual learners. They understand and remember information better • Attach a library card pocket or an envelope to place the images once
when they see and hear rather than just hearing the information. the images are removed.

How? When?
• Visual schedules can be horizontal or vertical. • Teach the student to match the visual with the event or activity

• Visual schedules should be durable, flexible, visually clear and • The student can remove the visual once the event, task or activity is
appropriate to the age and skill level of the student. complete and place in the envelope or pocket to indicate finished.

• Words, photographs, magazine pictures, line drawings, commercially

made icons, miniature objects (check out fridge magnets) or simple
drawings can be used.
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20
RELATIONSHIP CIRCLES
An extremely handy tool for managing difficult behavior and
explaining the relationship circles to your child.

Children with Autism often do not understand their

boundaries. There are certain behaviors that are okay at
home or in front of friends but totally inappropriate in front of
strangers.

This tool helps your child to understand those nuances. The

next few pages, we will discuss how to use this tool.
 RELATIONSHIP FLASH CARDS
This is exactly the same representation of the previous circle of relationship but in a more printable format. Print out this Autism Visual cards
and cut them out into individual pieces. In the next page, we will discuss how you will use these cards
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TIPSHEET ON HOW TO USE THIS VISUAL - UNDERSTANDING INTIMACY & RELATIONSHIPS

What is Circles? The Colored Circles and their Meaning*

The CIRCLES program teaches social distance and levels of intimacy
through the use of six color coded concentric circles. Starting from the
centre circle, which is self, each new colored circle represents behaviors,
feelings, and actions appropriate to the distance from the centre or self.

The CIRCLES program assists students to discriminate different degrees

of intimacy and adapt their behaviors accordingly. Students are asked to
think about/discuss the level of talk, trust and touch which is appropriate
for each circle.

Why Should I Use Circles Teaching with my Child?

The CIRCLES program provides a concrete reference to otherwise
subjective and vague concepts which may be difficult for individuals with
autism and other related disorders to fully understand. These concepts *Adapted from original Circles program by Champagne, M.P. & Walker-Hirsch, L.
tend to be the "unwritten rules" of society which may need to be
introduced and taught in a more structured format such as CIRCLES. The
CIRCLES program can be adapted to fit the individual needs of the
student and/or to address specific concerns (e.g. inappropriate touching,
talking to strangers). CIRCLES teaching can also empower/equip
students with knowledge of the various persons who may come into their
lives and to then decide for themselves what level of intimacy is
appropriate/not appropriate.

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CIRCLE AND APPROPRIATENESS
This Autism Visual Board will help your child understand what behavior is appropriate in which situation and context
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HOW TO USE THE RELATIONSHIP CIRCLES VISUAL BOARD FOR A CHILD WITH AUTISM
Here is how we suggest you use this tool:

1. Print and cut out the Relationships Circle Page

2. Print and Cut out the Relationship Flash Cards
3. Print and Cut out the Circle & Appropriateness Flash Cards
4. Stick the Relationship and Circle Appropriateness flash cards back to back by matching the colors. Look at the front-back picture above
5. Use a metal ring or keychain to bind them together with the Relationships Circle

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21

FRIENDSHIP
ACTIVITY
CHOOSER
Your child with Autism might find it
difficult to make friends. Often, when
they want to make friends with
someone, they don’t exactly know how
to engage them in an activity of mutual
interest.

Flash cards like these can help the

child approach a potential friend and
get involved in some fun activity.
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CONCRETE TO ABSTRACT
This Visual board for Autism should the transition an actual object
(concrete) to a written word (abstract). For example, if painting
is an activity a child could choose, the most concrete to abstract
would be:

the actual paintbrush for painting

a card with the exact outline of the paintbrush

a picture of card painting

a picture of card painting with the word

the word “painting”

Check out the next page for instructions on how to use this tool.
HOW CONCRETE TO ABSTRACT WORKS?

It is important to demonstrate the transition of an actual object the written word of the object (painting)
(concrete) to the written word (abstract).

Visuals are presented to students with ASD in many formats. Identifying the level of recognition for each student and progressing
Images, photos, picture symbols such as Boardmaker, Writing with at a successful pace is important.
Symbols, Clicker 4. It is important to ensure the visual is understood
and represents the object, activity or task. For many students, you
may need to teach the progression of concrete to abstract. The
comprehension level for each student will vary and progress to
different levels in each case.

Process:

When you are preparing or indicating it is time for the activity / task
(painting) that the visual represents start by using:

the real object ( the actual paintbrush)

a picture card with a digital photo of the object (paintbrush)

a picture card of the object (painting)

a picture card of the object with the word (painting)

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THEORY OF MIND
This Autism picture board is primarily for parent and
teachers who deal with children on Autism
Spectrum on a day to day basis. The whole
foundation of Theory of Mind is based on the
Cognitive differences, deficits and needs that
children with Autism have.

Parents and educators can keep this visual as a

reference when practicing the cognitive rehearsals
exercise

For more details on understanding Theory of Mind,

please check out our report on Cognitive
Deficiencies with Autism.

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EXECUTIVE FUNCTION
Another Autism visual board is primarily for parent
and teachers who need to understand the concepts
behind Executive Function. Like Theory of Mind, the
whole foundation of Executive Function is based
on the Cognitive differences, deficits and needs
that involve children with Autism.

Parents and educators can keep this visual as a

reference when practicing the cognitive rehearsals
exercise

For more details on understanding Theory of Mind,

please check out our report on Cognitive
Deficiencies with Autism.

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GENERALIZATION
Yet, another learning strategy visual that can help
parents and educators alike. Generalization is the
ability it apply an already acquired skill in a variety
of situations involving different people and materials
(inputs).

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WAIT CARDS
Kids with Autism sometimes get too excited. They don’t
usually get the subtle signs when someone might be
getting bored, offended or irritated by their constant
words or actions.

Sometimes it just helps when we tell them to WAIT!.

Cut these cards off, get an ice cream stick and stick
them together. Next time, when the kid gets super
excited, hold up this ‘wait’ sign to instruct him to stop.
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SQUARE
BREATHING
Kids with Autism often find it hard to relax.
This is specially applicable for children
having Sensory Issues. Once they have an
episode of sensory overload, its difficult to
get them to take a step back and relax. This
Autism Visual board will remind them to hold
back and practice some deep breathing.

This ensures that the blood gets enriched

with much needed Oxygen and helps to
calm down the muscles and nerve endings.

For best results, use this Visual in

conjunction with the Motivate Relaxation and
Progressive Muscle Relaxation picture
cards.
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MOTIVATE
RELAXATION
The previous Autism picture card was meant to help your
child perform Square Breathing. This visual board will take
it a step further to integrate square breathing to your child’s
daily schedule.

We recommend executing this activity at least once a day.

Keep this picture card and the breathing one side by side
for your child’s easy reference and follow the steps.

Every time, your child needs to breathe (based on this

card), ensure that he or she is following the same breathing
process as suggested in the square breathing card.
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PROGRESSIVE MUSCLE RELAXATION

This will help your child relax his/her motor muscles while performing Square Breathing. The technique
to be adopted is the same as the one described in the Motivate Relaxation flash card.
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RELAXATION
ACTIVITIES
The previous relaxation activities were more
therapeutic in nature and should be built into the
normal daily schedule of your child’s life.

You can also add other activities (like here) that can
have a calming effect on your child. Ensure that the
child has this Visual handy whenever he or she is
stressed out so that they can calm themselves down.
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COGNITIVE
REHEARSAL
Children with Autism often display cognitive
deficiencies. This Autism Visual board helps in
appropriate cognitive function. This could be used
with other visuals like:

Visual Schedules (for Change Routines)

Square Breathing (for Breathe and Relax)

Activity Cards (for whichever activity helps your

child to relax, e.g. listening to music in this case)

Refer to the Tipsheet (in the next page) on how to

use this visual board
TIPSHEET ON HOW TO USE THE COGNITIVE PICTURE REHEARSAL

What? Identify reinforcers for the student Example : listen to music

A Cognitive Picture Rehearsal is an instructional strategy that uses Create the specific cognitive rehearsal scene (written script)
repeated practice of a sequence of behaviors to teach appropriate Sometimes the routine changes
socially desirable behaviors. The sequence is introduced to the I can handle it
student in the form of pictures and an accompanying script. I say to myself “I’m fine”
I can take a deep breath, count to 3 then breathe out and relax. I do this
Why?
3 times.
The strategy is based on the concept of positive reinforcement of Then I can put on my MP3 player and listen to music for 5 minutes.
learning and visual supports. The individual is provided with
opportunities to practice the appropriate behavior skills repeatedly, When?
while immediate reinforcement is provided each time the strategy is
A student who requires a visual tool to assist with the
implemented.
implementation of a strategy and sequence of behaviors.
How?
Introduce in a positive and safe environment.
Identify a potential teaching objective that is currently difficult for
Practice and rehearse in a positive and safe environment including
the student (change in routine, going to bed, thunderstorms, etc).
just before the difficult situations occurs.
Identify the target behavior (what you want to teach the student to
do) Example : breathe and relax

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EMOTIVE
STIMULATORS
The objective of this Autism Card is to help
your child maintain a catalog of things that
spark a certain emotion. The example here
pertains to “Things that make me Happy”.

You can help your child create a journal or

scrapbook to illustrate things that make them
happy. This can also be replicated for
teaching other emotions, like, “Things that
make me sad”, “Things that make me angry”,
so on and so forth

Things that Make me Happy

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RECESS CHOICE
WHEEL
This is a cool picture board for children with Autism. the
choice wheel provides the child with a list of strategies that
could be used for a specific time (for example, recess in
this case), area or activity. Each choice should be planned
carefully by the child and the parent/educator, taught and
then practiced for best results.

Please refer to the Tipsheet on the next page to

understand how to use this visual.
TIPSHEET ON HOW TO USE THE CHOICE WHEEL

What? Make an arrow out of cardboard or foam

A visual tool to teach strategies when decision making is required. Laminate the circle and the arrow and cut/trim both pieces.
Provides the student with practiced “choices” or strategies for Poke a small hole in the center of the circle
different situations or environments.
Poke a small hole in the end of the arrow
Why?
Attach the arrow to the circle cut out with a winged bracket.
Individuals with ASD have difficulty with social interaction and often
do not know what choices are acceptable in certain situations. Ensure the arrow can be manipulated and turned to the
Unstructured time (recess, lunch time, before and after school) are strategies.
difficult due to the lack of structure and routine and because social
interactions are highly demanding during these times. When?
How? Model the wheel when making the corresponding choices.
Determine the strategies that you will be placing on the wheel. Ensure the wheel is available on the yard, in the classroom or
Ensure they are meaningful, reasonable and attainable for the where ever it is needed.
student. The strategies need to be taught and practiced often.
Start with one or two and then add more when the strategies have Practice the strategies and reinforce when they are chosen and
been learned and used. used.

Using Boardmaker or Word document – make a circle. Wheels can be used to introduce choice and strategies regarding
emotions, the classroom (raise my hand, listen to music, read a
Place a picture or photo representing each strategy. book), the gym, the library, etc.
Label the wheel with a key phrase. “When I am upset I can ”
“What can I do ”

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34
CHANGE IN ROUTINE NOTICE
Most parents, dealing with Autistic children, would agree that a sudden change in routine can really upset your child. To minimize the stress
on your little one, it is often advised that your child be given advanced notice every time there is a plan change. How advanced the notice
needs to be? Well that depends on your child and the type of change. For example, if you are just taking a detour to the grocery before
dropping off your child to school, only a few hours of advanced notice should be good enough. However, if you are planning to put your child
through to a new school, it might required a few months advanced notice. This autism visual board will allow you to do just that. Please refer to
the detailed Tipsheet (in the next page) on how to use this tool.
TIPSHEET ON HOW TO USE THE ROUTINE CHANGE NOTICE

What? When?
A visual tool to introduce and accommodate a change in the student’s Introduce to the student in a safe, calm and positive environment.
routine.
Start with a change that you can provide a sufficient amount of
Why? notice for and one you can initiate.

Individuals with ASD often have difficulty with change in routine. The Introduce a change that is “preferred” to begin. If a subject is being
high need for predictability and sameness presents many challenges rescheduled start by rescheduling with a “preferred” activity to
throughout the school day. introduce change as a positive. Slowly move towards non-preferred
and using the card for exact and real changes in routine.
How?
Photocopy the card (multiple copies)

Cut it out

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35

CLASSROOM
ORGANIZATION
This visual board will help your child stay
organized during a classroom setting. The
sample here shows two different formats:

By Teacher: For example, Mrs Jones’ class

By Subject: For example: Maths,

Geography and Science.

Check out the Tipsheet on how to best use

this visual.
TIPSHEET ON HOW TO USE THE CLASSROOM ORGANIZATION CHART

What? Use specific color codes on the visual strip (B), binder and pencil
case or mark a circle (A) on the specific strip as an additional
A visual tool to assist with organization and to outline expectations. visual cue for each subject / activity.

Why?
VISUAL A
Individuals with ASD may have difficulty organizing materials,
sequencing and generalizing classroom expectations. Rotary ★ Identify the class with a symbol, picture or text
schedules with more than one teacher may present difficulties as
★ Identify the routine for the class
routines and expectations vary from one teacher to the next.
★ Indicate the acceptable expectations ( I can..)
How?
★ Indicate any rules (I can not..)
Make a list of the items needed, routines, expectations and
strategies for each class.

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★ Indicate strategies that can be used when upset or when a break
is needed

VISUAL B

★ Identify the class with a symbol or picture

★ Identify the items needed for the class and insert the picture

★ Identify acceptable expectations with a picture and an okay

picture sign, up, smiling face, etc.

★ Identify unacceptable expectations with a picture and the

universal no over top, an X through the photo, thumbs down, etc.

★ Identify strategies for unstructured time or when work is complete

When?
Introduce organization and expectation visuals when introducing
routines and promoting independence. Model and prompt using the
visuals until the student successfully completes the routine. Fade
prompting and allow the student to use the visuals with minimal
prompting. These can be placed on a desk for easy reference or
inside the corresponding binder for each subject / class.

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36

SCHOOL
CHECKLIST
A very handy visual checklist for
school readiness. This empowers the
student to independently prepare for
events before going to school (Things
I need to Carry) and before leaving
school for home (Things I need to
take Home).
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HOMEWORK ORGANIZER
This Autism Picture Chart would help your child stay organized with Homework. Kids with Autism are often forgetful and either they forget
to let parents/guardians know about a homework they need to finish or they forger to bring back home the items required to complete the
homework (for example, the geometry box). Filling up this chart should be a daily drill for your child. Everyday, when he/she comes back
from home, you should ask for this chart to ensure he/she doesn't miss out on the essentials.
38

CLASSROOM HELP ASSIST

Children with Autism may often need substantially more help than
other typical students. Especially, when they do not follow a
particular instruction, they tend to get very confused and often
frustrated resulting in low classroom engagement level and
therefore, lower grades.

This Visual board is a quick guide that can help a child handle
the stress situation of not understanding what is being instructed
in classroom settings.

This flash card is also equipped with stress busting techniques, if

required by the child. Typical instruments like the following can
help the child self-manage stress and regain focus on the subject
matter at hand (visual supports included for each):

Square Breathing Technique

Relaxation Activities

Using the Break Pass

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39

CLASSROOM
RULES
The problem that most teachers face with
Children on Autism Spectrum is controlling
their behavior in classroom.

This Autism Visual card can help set the

ground rules for the class. Even if you may
have only one or two children in the class with
special needs, it makes absolute sense to
print this visual in a large A2 paper and stick
it up on the classroom.

That way the rules are same for everyone!

40

NO HITTING
Violence of any form should not be tolerated,
either in classroom or home settings. Kids
with Autism often find it difficult to control their
aggression against classmates or family.

This Autism picture card will remind your child

to control aggression. Replace “No Hitting”
with any acceptable Relaxation activity
discussed earlier.
41

CIRCLE TIME
RULES
Most parents having children on the
Spectrum should know that Circle time
is an important group activity that helps
children enhance their communication
and social skills. This Autism visual aid
will help to set the ground rules during
these circle times.

Please refer to the next page for a

Tipsheet on how to use circle times
effectively
TIPSHEET ON HOW TO USE THE CHOICE WHEEL

What? When?
A visual strategy to assist the student with expectations. Model the strategy during the targeted event or activity.

Ensure the student recognizes the symbolic value of the cue.

Why? Prompt through the visual cues during the event or activity
Individuals with ASD may have a difficult time processing Allow the student to carry with them as a reminder of the
language and understanding the social cues and expectations of expectations
certain activities, tasks or events. and keep it close by during activities to allow for silent visual
cueing.
How?
Identify the event or activity that will be outlined on the board.

Create the visual cue for the event or activity Example: Circle
time

Create a visual cue for the acceptable expectations or

behaviors
pertaining to the event or activity. Example: sit, quiet, listen to
speaker

Velcro or paste all cues on a sturdy piece of cardboard of paper

then laminate to preserve.

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42

BREAK PASS
Children with Autism & ADHD (Attention Deficit
Hyperactivity Disorder) often find it difficult to
concentrate for longer duration.

Allow them some flexibility by handing out multiple

copies of this break pass. Whenever the child needs a
break, he or she can hand it over to the therapist/
educator or whoever concerned.

Note: You might want to put some limit controls so that

this break pass is not abused. For example, for every 1
hour the child concentrates, he/she get 1 break pass.
The child may or may not use this pass, in which case
it rolls over to the next hour.
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DEFINED BEGINING & END

Another Autism Task Analysis Board that breaks up a task with well defined beginning and end. It works on the basis of:

• Preferred and non Preferred Activities

• Prepares the student that an activity task is beginning and when it will end

• Clarifies expectations regarding Activities and Tasks

Refer to the TipSheet in the next page on how to use this Visual
TIPSHEET ON HOW TO USE THE CHOICE WHEEL

What? You may use the terms “Start, Almost Finished, Finished”

A visual cue to establish the beginning and end to a task or Ensure you use the same language consistently when
activity. introducing the visuals

STOP CARDS
Why?
Create a card with the number 1
Individuals with ASD often have a difficulty with time concepts,
motivation and expectations. Create a card with the number 2

How? Create a card with the number 3

YELLOW, GREEN & RED CIRCLES Create a card with a stop sign on

Create a card with a green circle and the written text “GO” Cut out each card and laminate to preserve

Create a card with a yellow circle and the written text “Almost Attach Velcro to the back of each card
finished”
Attach the corresponding Velcro to the students desk or to a
Create a card with a red circle and the written text “Stop” strip of cardstock

Cut out each card and laminate to preserve

When?
Attach Velcro to the back of each card
Before a student begins an activity or a task
Attach the corresponding Velcro to the students desk or to a
strip of cardstock Indicate verbally the beginning of the task by stating the first
card “GO” or “1” and remove the card from the strip

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 Continue with the remaining cards till you have removed all the
cards indicating the end of the activity or task

In order for the cues to work, the activity must end when the last
card is removed

You may time the intervals as quickly or slowly as needed

depending on the activity and your student. They can represent
whatever time value you place on them

Reinforce at the end for following the sequence

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