How to use the First & Next board

In this video, you will learn how to use First and Then boards and avoid making the mistake that most people make when introducing this concept.

First and next boards are elementary schedules that we use to help autistic children learn what activities will happen next. They can also benefit any child or student struggling to transition from one activity to another.

The boards help to show what activity is to be done now, and what has to be done next. They are generally presented on a piece of A4 paper or card with the words First/Next displayed clearly.

First represents what’s happening now, and next represents what will happen later. Put one symbol to represent first, and another one to show next, then explain to your student what task needs to be done now, and what needs to be done next.

I tend to use real-life pictures of each task with my students. For students who cannot identify images yet, I like to use the actual object. For example, I stick a Lego brick on the first box and a playdough container on the next box. However, I use symbols for older students. Using symbols helps to simplify the work involved in printing and laminating the boards, as you could, for example, have a symbol for tabletop work, and another for garden time, rather than having to print lots of pictures of specific activities.

If you want to introduce the First/Next board to a child for the very first time, make sure you select two activities that the child enjoys. Initially, the child might think that those two pictures represent a choice board, which is why it’s crucial to dedicate time to teach that the two images (or objects) represent a sequence of events.
So I always begin with two activities children enjoy, so they are naturally interested in the boards. If you were to choose an activity that the child doesn’t enjoy with the promise of a reward, they might refuse to take part! So keep it fun and interesting until the student develops the habit of using the First/Next boards consistently. Gradually introduce more challenging activities first, and always a preferred activity or a reward next.

Over time, we want to teach children to delay gratification, which is very important for all children, not only children with special needs. Children will be likely to succeed in school and life if they can delay gratification for a better outcome in the future. It’s an important lesson to learn that first we have to complete our obligation,s and afterwards we can then have time to have fun or relax!

For a toddler, that might simply be. First, you brush your teeth. Next, storytime. At the same time, an older child might be able to understand that FIRST, they have to do their homework and NEXT, they get to watch some TV.

I understand that introducing visual supports might seem tedious to begin with, but it’s worth the extra effort. Over time and with consistency, you will see your child co-operating more at home and in school, and developing good habits that will be hugely beneficial to both you and your child or student long into the future.