A First-Then Board is a visual display of something a child prefers that will happen after completing a task that is less preferred. A First-Then Board is helpful in teaching children with ASD to follow directions and learn new skills. A First-Then Board motivates them to do activities that they do not like and clarifies when they can do what they like. A First-Then Board lays the language foundation needed to complete multi-step directions and activities and to use more complex visual systems.
HOW TO INTRODUCE THE VISUAL TO A STUDENT
Decide what task you want the child to complete first (what goes in the “first” box) and the preferred item or activity (what goes in the “then” box) that the child can have immediately after the “first” task is done. This preferred item/activity should be motivating enough to increase the likelihood that your child will follow your direction. Put the visuals on the board (e.g., photos, drawings, written words) that represent the activity you identified. Present the board to the child with a brief, verbal instruction. Try to use the least amount of words possible. For example, before beginning the “first” task, say, “First, put on shoes, then swing.” If needed, refer to the board while the child is doing the task. For example, say “One more shoe, then swing” when the child is almost done. When the “first” task is completed, refer back to the board. For example, say “All done putting on shoes, now swing!” and immediately provide the preferred, reinforcing item or activity. In order to teach children with ASD the value of the First-Then Board, you must give them the reinforcing activity or item after they complete the “first” task. Otherwise, the child may not trust the board the next time you use it.
Depending on the child’s level of comprehension, you can use different visual cues. You can use pictures of actual objects or persons and say, for example, “First work at Mrs. Diana’s table, then iPad”
You can also use a picture of the star from the token economy board (or whatever token pictures you use) as a reminder that the child has to earn 5 stars before he/she can engage in the preferred activity.
For higher functioning students, a more abstract picture can be used to signal the activity or class they have to participate in first before getting the preferred activity. At this level, an abstract picture of the preferred activity can replace the image of the actual object.