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First - Then Boards: What They Are & How They Can Help
First - Then Boards: What They Are & How They Can Help
🧩 What is a First-Then Board?
🧩 What is a First-Then Board?
A ‘first-then’ board is a simple visual tool you can use to help children understand what is happening next.
A ‘first-then’ board shows two steps:
1️⃣First: what your child needs to do.
2️⃣Then: what comes next - the next step in a routine or the start of something new.
It’s like saying: “First we clean up, then we play outside.”
Using a First-Then Visual: Q+A
Using a First-Then Visual: Q+A
💡What is a ‘first-then’ board?
A ‘first-then’ board is a visual support used to provide information to your child regarding a specific expectation. It can include real objects, photos, pictures, line drawings and/or text.
The ‘first’ section shows the activity or task that needs to be completed, and the 'then' section shows what happens next.
For example, you could use the board to show your child that ‘first’ we are going to put shoes on and ‘then’ we will get our coats on.
❓Why might I use a ‘first-then’ board?
Many children with language delays struggle to understand some expectations within the home, school and community. Often, adding visual information can help support this area of difficulty. A first-then board adds structure and helps children know what to expect while giving them some choice and sense of control.
⏰When might I use a ‘first-then’ board?
A ‘first-then’ board can be used multiple times a day using a variety of tasks and activities. This is a tool that you may use before a situation/transition occurs where your child might benefit from support.
📋Before introducing the visual, ask yourself:
What is the goal of the ‘first-then’ board for your child?
Does your child ask a lot of questions regarding the order of events for the day or need reminders to complete routines?
Does your child understand how symbols, pictures or text represent real tasks?
📑How do I use a ‘first-then’ board with my child?
Determine which activities or instructions your child is expected to complete and the order in which activities will occur.
Collect visuals to represent the anticipated activities. Remember, these can be printed off from the computer, drawn by hand, or involve real objects and/or text.
Present the ‘first-then’ board to your child by labeling and pointing to the sequence on the board. For example, “First playdoh, then lunch time”.
Once the ‘first’ activity has been completed, immediately move on to the ‘then’ activity with your child.
Repeat this cycle with various expectations/instructions and activities throughout your child's day!
As your child progresses, work towards greater independence by saying less and cueing with the visuals!
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