Autism Classroom
Structure & Routine
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Provide a predictable and safe environment.
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Process to come in classroom, after lunch, washing hands, dismissal
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Minimize transitions.
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Provide a consistent daily routine
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How do students know the routine (use of visuals, schedules….)
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Avoid “surprises”; prepare thoroughly and in advance for special activities, altered schedules and other changes.
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Present materials or activities within established routines as much as possible.
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Allow modifications as needed to provide support for students who are not independent
Handwashing Routine
Morning Routine
How to Use a First Then board
A First/Then board is a simple visual that shows your child what they need to do first and what happens next. It helps make expectations clear, reduces anxiety, and increases cooperation. Print on cardstock and laminate.
Step 1: Choose the “First” task. This is the work, routine, or less-preferred activity (e.g., clean up, finish classroom work, get dress, brush teeth). Place a picture, icon or word in the FIRST.
Step 2: Choose the “Then” reward or next activity This should be something motivating or preferred (e.g. play outside, play with iPad, have snack, play with bubbles/cars/dinosouras/blocks). Place the picture or word in the THEN box.
Step 3: Show and say it clearly Point to each box while speaking: “First clean up, then playground.” Keep language short and simple.
Step 4: Repeat throughout the day. The more it’s used, the more independent your child becomes.
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