18/09/2026
"Use a First-Then / Now-Next board"
This has been one of the most common answers Elaine McGreevy (Access Communication Ltd) I see to questions like: "How do I get this autistic child to do...?"....“How do I get them to stop...?” to leave...?”
Visual schedules, timers, countdowns and First - Then / Now and Next supports are not inherently problematic. Yes, they can be useful ways of reducing uncertainty and supporting transitions for some people, in some situations. But often, First-Then/Now-Next schedules are implemented without sufficient curiosity about the child's experience, regulation state, or perspective. The focus becomes the child having to adapt to the demands of the environment rather than exploring whether the environment itself might also need to change.
When an Autistic child is deeply engaged in monotropic flow, immersed in an interest, regulating through movement, or finding safety within a familiar activity or object, the question should not automatically become, "How do I get them to move on?" or “How do I get them to let go of this?” Yes, there are times when transitions are necessary. The issue is though, are we approaching this transition collaboratively, respectfully and with an understanding of what the child needs in this moment? Do we consider what this activity or object provides that the next activity or object may not? When an Autistic child is moving back and forth between activities and doesn't appear able to settle to one thing for long, the automatic response shouldn't necessarily be "They need a schedule."
There are other important questions to consider before making assumptions and introducing solutions unilaterally:
💠Does moving quickly between activities help them express preferences?
💠Does movement reflect curiosity, sensory-seeking, uncertainty, anxiety, overwhelm, or difficulty finding something that feels meaningful or safe?
💠Does movement tell us something about how they are experiencing the activities, the demands being placed upon them, or the environment itself?
💠What might we miss if we move to directing their engagement?
💠What would happen if we gave them more time, agency and opportunities to communicate preferences before introducing a ‘First – Then’ as a directive?
💠How can we navigate the experience of exploring, choosing, initiating and transitioning collaboratively?
It's important to examine the assumptions underlying the use of visuals. Consider - Whose agenda is being prioritised? Whose needs are being met? Whose definition of a "successful transition" are we working towards?
There is an important difference between supporting a transition and securing compliance with a transition. One is grounded in communication, collaboration and respect. The other risks becoming compliant at the expense of agency, autonomy and trust.
www.divergentperspectives.co.uk
www.autisticslt.com
