# How to make a visual schedule for your autistic child at home

> A visual schedule is a row or list of objects, photos, symbols or words that shows your child what is happening, in order, across part or all of the day. At home, start with three or four pictures for one routine, such as the morning. Go through it together, and move each picture to a finished pocket when it ends, so your child can see where they are in the day.

- Canonical page: https://rocksmakepebbles.com/guides/visual-schedules
- Publisher: Rocks Make Pebbles (https://rocksmakepebbles.com/)
- Topic: Routines and visual supports
- Applies to: United States
- Last updated: October 1, 2026. Checked against sources: September 29, 2026
- Professional review: Not yet reviewed (waiting for review by a speech-language pathologist (CCC-SLP) and early childhood special education teacher)
- Drafted with the help of AI tools and checked against the sources listed below. Editorial policy: https://rocksmakepebbles.com/editorial-policy

## Key points

- Start with one part of the day and three or four pictures.
- Use the kind of picture your child understands: objects, photos, symbols or words.
- Go through it together, and move each picture to 'finished' when it ends.
- Show changes on the schedule before they happen, with a change card.
- Use the same pictures and words as your child's preschool or school.

## What is a visual schedule?

A [visual schedule](https://rocksmakepebbles.com/glossary#visual-schedule) is a set of objects, photos, symbols or words, in order, that shows your child what is happening across part or all of the day. Some families call it a picture schedule. It works like a longer [first-then board](https://rocksmakepebbles.com/guides/first-then-boards): your child can see what is happening now, what comes next and what comes after that.

A schedule makes the day more predictable. Spoken words are gone as soon as they are said, but a picture stays where your child can check it as often as they need, without having to ask. The National Clearinghouse on Autism Evidence and Practice (NCAEP), based at the University of North Carolina, describes visual supports as "concrete cues that provide information about an activity, routine, or expectation", and lists visual schedules among the common examples ([NCAEP 2020](https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf)).

## Which kind of visual schedule suits my child?

Match the schedule to your child's stage, not their age, and start with the simplest version that works.

| Your child's stage | Kind of schedule | Example |
|---|---|---|
| Just starting, including many toddlers | Two objects or photos: first, then | Cup, then shoes |
| Happy with a first-then board | A strip of 3 or 4 photos or symbols for one part of the day | Breakfast, teeth, shoes, car |
| Follows a short strip easily | A longer strip for a morning, an afternoon or the whole day | A school day, or a Saturday at home |
| Reads, or is learning to | A written list or checklist to check off | Dinner, bath, story, bed |

You also need to decide:

- **Objects, photos, symbols or words.** Use the kind your child already understands. Photos of your child's own things are often easier to understand than symbols: research with [minimally speaking](https://rocksmakepebbles.com/glossary#minimally-speaking) autistic children suggests color photos can help children connect a picture with the real thing ([Hartley and Allen 2015](https://pubmed.ncbi.nlm.nih.gov/24916452/)).
- **Left to right, or top to bottom.** Left to right follows the way English is read. A top-to-bottom column fits well on a door or the side of the fridge. Pick one and keep it the same.
- **On the wall, or on the go.** A strip on the wall at home, plus a small version in a binder or on a key ring for days out.

## How do I make a visual schedule for home?

1. **Pick one part of the day.** Start with a hard one, often the morning rush or bedtime.
2. **Write the steps down, in order.** Keep to the main steps, such as breakfast, teeth, shoes and car, not every small task.
3. **Get the pictures.** Take photos of your child's own things and places, or ask your child's preschool or school for the symbols they use. Write the word under each one, so every adult uses the same word.
4. **Make them last.** Print them, laminate them or cover them with clear packing tape, and stick a small piece of Velcro on the back of each one. Sticky tack or tape works until you have Velcro.
5. **Make the strip.** Stick a line of Velcro along a long strip of cardstock or cardboard. Put it at your child's eye level, where that part of the day starts: the kitchen for mornings, or the bedroom door for bedtime.
6. **Add a finished pocket.** Tape an envelope or a small box at the end of the strip for pictures that are done.

Or print the [free visual schedule template](https://rocksmakepebbles.com/printables/visual-schedule), which prints on US Letter paper, and add your own pictures.

Paper or app? Both can work, but research on schedule apps is thin (see the research below), so keep a paper version too. It costs little, needs no charging and can go to preschool, the car and the bath. If you try an app, check the full price after any free trial, whether it works without an internet connection, and what its app store privacy details say about collecting data. This site doesn't recommend any particular app.

> **Try this:** Put something your child enjoys on every schedule, such as a favorite show, the swings or a snack. A schedule that only lists jobs soon feels like a list of orders.

## How do I use a visual schedule through the day?

Go through the schedule together at the start, then come back to it at each change. Schedules seem to work best when adults teach children how to use them, step by step (see the research below).

1. **Look at it together** at the start of that part of the day. Point to each picture and say the word: "Breakfast, teeth, shoes, car."
2. **Come back to it at each change:** "Teeth finished. Next shoes."
3. **Do the finished routine.** When an activity ends, your child takes the picture off and posts it in the finished pocket, or turns it over. The next picture is now first in the row.
4. **Help, then step back.** At first, walk your child to the schedule and help them move the picture. Over time, wait a moment before helping, so they can do more themselves.
5. **Keep it true.** Only show what will really happen. If something changes, change the schedule and show your child.

### How many pictures should I start with?

Start with 3 or 4 pictures for one part of the day. When your child moves through them easily, add one or two more, or add the next part of the day. This slow build-up is common practice rather than something research has tested. If your child seems overwhelmed, go back to fewer pictures, or to a [first-then board](https://rocksmakepebbles.com/printables/first-then-board).

### Mornings, bedtime and the bathroom

These routines have the same steps every day.

- **Mornings:** for example bathroom, get dressed, breakfast, teeth, shoes and coat, car. Laying out clothes the night before can make the rush easier.
- **Bedtime:** for example bath, pajamas, teeth, bathroom, story, bed. Keep the same order, and roughly the same time, each night.
- **Using the potty or toilet:** a picture sequence beside the toilet breaks one task into small steps. Try the [toileting sequence printable](https://rocksmakepebbles.com/printables/toileting-sequence), and see [potty training](https://rocksmakepebbles.com/guides/potty-training).

## What should I do when plans change?

Show the change on the schedule, before it happens if you can. The picture gives your child something to look at while you explain, and the rest of the schedule shows what is staying the same.

- **Use a change card.** Choose a clear symbol, such as a cross, a color or the word "change". Put it over the picture of the activity that isn't happening, and put the new activity next to it.
- **Say it simply:** "Swimming finished today. Park instead."
- **Point to what stays the same:** "Then dinner, bath, bed."
- **Mark gaps you can't fill yet** with a question mark or a "surprise" card.
- **Have a plan B,** such as an indoor activity picture for days when rain stops a trip to the park.

> **Good to know:** You can practice changes when things are calm, so a change card isn't only linked with disappointment. Start with happy swaps, such as "grocery store" changing to "park", then swaps your child doesn't mind either way, and only later harder ones. This order comes from practice guidance by the autism researcher Kara Hume, published by the Indiana Resource Center for Autism ([Hume 2006](https://iidc.indiana.edu/irca/articles/change-is-good.html)), not from trials.

## How do I match my child's preschool or school schedule?

Use the same pictures and words as preschool or school wherever you can, so your child learns one system, not two.

- Ask your child's teacher, special education teacher or paraprofessional for copies of the symbols on the class schedule, or a photo of it.
- Use the same words. If the class says "clean-up time", say that at home too.
- Put "preschool" or "school" on your morning and after-school schedules, with a photo of the building or the classroom door.
- Make a simple week strip or calendar that shows school days and home days.
- Ask the school to tell you early about changes such as field trips, a substitute teacher or picture day, so you can show them at home first.
- Plan weekends, spring break and summer vacation too. Days without preschool or school have less structure, so make a simple picture plan for each day, with meals, outings and home time.

Both an [IEP](https://rocksmakepebbles.com/glossary#iep) and a [504 plan](https://rocksmakepebbles.com/glossary#504-plan) can include accommodations, which Understood describes as "changes to the student's learning environment" ([Understood](https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans)). You can ask for a visual schedule, and copies for home, to be one of them. Under federal special education rules in effect in September 2026, an IEP is reviewed at least once a year ([34 CFR 300.324](https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-300/subpart-D/subject-group-ECFR7501aba42a83252/section-300.324)), which is a natural time to check how the schedule is working at school and at home.

## What if the visual schedule doesn't seem to work?

It often takes time. Change one thing at a time before giving up.

| What is happening | What often helps |
|---|---|
| Your child ignores the schedule | Try an easier kind of picture, like photos or objects, and go through it together at the moment of change |
| Your child pulls pictures off or throws it | Make moving pictures part of the routine, and check that "next" isn't always something they dread |
| Your child gets upset at one picture | Show it earlier, put something they like straight after it, and offer a way back to what they were doing later |
| Your child doesn't seem to trust it | Only show what will really happen, and change the schedule when plans change |
| It works at home but not at preschool or school | Share your pictures and words, and ask for the same routine there |
| It worked, then stopped | Look for changes: illness, tiredness, a new picture or too many pictures at once |

Pulling pictures off or pushing the schedule away is often a way of saying "no" or "I don't want the next thing". That is communication, not naughtiness. Some changes stay hard even with a schedule, especially leaving something your child loves. For those moments, see [meltdowns, tantrums and shutdowns](https://rocksmakepebbles.com/guides/meltdowns-tantrums-and-shutdowns) and [feelings and calming](https://rocksmakepebbles.com/guides/feelings-and-calming).

## What does the research say about visual schedules?

Picture schedules are one of the better-studied supports for autistic children, but most studies are small.

- A review of 31 studies of picture schedules, 16 of acceptable quality, concluded they can be considered evidence-based, "especially when used in combination with systematic instructional procedures". In plain terms, they worked best when adults actively taught children how to use them ([Knight, Sartini and Spriggs 2015](https://doi.org/10.1007/s10803-014-2201-z)).
- A large review by NCAEP classed visual supports as one of 28 evidence-based practices. It counted 65 studies of visual supports, covering ages from toddlers to young adults ([NCAEP 2020](https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf)).
- Schedules don't remove every hard moment. In a small study of two autistic children, picture schedules on their own did not reduce distressed behavior when the children had to move from a liked activity to a less-liked one ([Waters, Lerman and Hovanetz 2009](https://doi.org/10.1901/jaba.2009.42-309)).
- Research on schedules on tablets and phones is thin: a 2025 review found 17 studies with 58 participants in total ([Hammond et al. 2025](https://doi.org/10.3109/13668250.2025.2499009)).

> **Evidence check:** In the NCAEP review as a whole, 83% of studies followed one or a few children closely, and studies that found no effect were left out ([Hume et al. 2021](https://doi.org/10.1007/s10803-020-04844-2)). A visual schedule is a sensible, low-cost thing to try, not a guarantee. Watch how your child responds and adjust.

## Where can I get more help in the US?

Your child's preschool or school, a speech-language pathologist and public early intervention and school services can all help, though the details differ from state to state.

- **Your child's preschool or school:** ask them to share their symbols and schedule, and to use the same system as you.
- **A [speech-language pathologist](https://rocksmakepebbles.com/glossary#slp) (SLP)** can advise which kind of picture and how many steps suit your child. Your child's pediatrician, early intervention program or school can help you find one.
- **Under 3:** your state's [early intervention](https://rocksmakepebbles.com/glossary#early-intervention) program. You can refer your child yourself: CDC says "A doctor's referral is not necessary" ([CDC](https://www.cdc.gov/ncbddd/actearly/parents/states.html)). Find your state's program on the [early intervention contacts list](https://rocksmakepebbles.com/where-to-get-help#early-intervention-contacts).
- **3 and older:** you can ask your local public school district to evaluate your child for special education. Under federal rules in effect in September 2026, the evaluation must be done within 60 days of your consent, or within your state's own timeline ([34 CFR 300.301](https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-300/subpart-D/subject-group-ECFRcdd53b28839f370/section-300.301)).
- **Help with IEPs and 504 plans:** Parent Centers help parents "participate effectively in their children's education and development" ([CPIR](https://www.parentcenterhub.org/find-your-center/)). Find yours through the [Parent Center map](https://rocksmakepebbles.com/where-to-get-help#parent-centers).
- **Information and referral:** the [Autism Society National Helpline](https://rocksmakepebbles.com/where-to-get-help#autism-society-helpline). It is not a crisis line.

> **State rules differ:** Each state runs its own early intervention program and sets its own eligibility rules ([ECTA](https://ectacenter.org/topics/earlyid/partcelig.asp)), and some states set their own timelines for school evaluations. Your state's Parent Center can explain how it works where you live.

If changes to routine cause your child severe distress most days, talk to your child's pediatrician. If you are still waiting for an evaluation, see [what you can do while you wait](https://rocksmakepebbles.com/guides/waiting-for-an-autism-evaluation).

## Questions parents ask

### How many pictures should a visual schedule have?

Start with three or four pictures for one part of the day, such as getting ready in the morning. When your child moves through them easily, add one or two more, or add the next part of the day. This slow build-up is common practice rather than something research has tested. Some children only ever need a short strip, and that is fine.

### Can I use a visual schedule with a toddler?

Yes. There is no set minimum age: a large US review counted 65 studies of visual supports, covering ages from toddlers to young adults. For a toddler, start small, with two real objects or photos for first and then, such as a cup and then shoes. Add a third picture once your child follows two easily. Photos of your child's own things are often easier to understand than symbols.

### How do I show a change of plan on a visual schedule?

Use a change card: a picture with a clear symbol, such as a cross, a color or the word 'change'. Put it over the activity that is not happening, and put the new activity next to it. Say it simply, for example 'Swimming finished today. Park instead', and point to the parts of the day that stay the same. Practice with small, happy changes first.

### Should my child's visual schedule at home match preschool or school?

Yes, as far as you can. Ask your child's teacher or special education teacher for copies of the symbols on the class schedule, or a photo of it, and use the same words at home. Ask the school to tell you early about changes such as field trips or a substitute teacher, so you can show them at home first. If your child has an IEP or a 504 plan, you can ask for a visual schedule to be part of it.

### Where can I get a free visual schedule template?

This site has a free visual schedule template that prints on US Letter paper, with room for your own photos or symbols. You can also make one from a strip of cardstock, Velcro and photos of your child's own things. Ask your child's preschool, school or speech-language pathologist which symbols they use, so the pictures at home match theirs.

### Is there a free visual schedule app for autism?

This site doesn't recommend any particular app. Research on schedules on tablets and phones is thin: a 2025 review found 17 studies with 58 participants in total. A paper schedule costs little, needs no charging and goes everywhere. If you try an app, check the full price after any free trial, whether it works without an internet connection, and what its app store privacy details say about collecting data.

### Should a visual schedule go left to right or top to bottom?

Either works. Left to right follows the way English is read. A top-to-bottom column fits well on a door or the side of the fridge. Choose one direction and keep it the same at home and, if you can, at preschool or school, so your child always knows where to look for what comes next.

### Do we need a visual schedule on weekends and during school breaks?

It often helps. Days without preschool or school have less structure, so they can be harder to predict. A simple picture plan for each day, with meals, outings and home time, makes the day easier to follow. For spring break and summer vacation, plan what will happen each day and keep key routines, such as bedtime and meals, the same.

## Sources

1. [Iconicity influences how effectively minimally verbal children with autism and ability-matched typically developing children use pictures as symbols in a search task (Hartley and Allen)](https://pubmed.ncbi.nlm.nih.gov/24916452/), Autism (via PubMed), July 2015
2. [Change is good! Supporting students on the autism spectrum when introducing novelty (Kara Hume)](https://iidc.indiana.edu/irca/articles/change-is-good.html), Indiana Resource Center for Autism, The Reporter, 2006
3. [The difference between IEPs and 504 plans](https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans), Understood, March 12, 2026
4. [34 CFR 300.324: development, review, and revision of IEP (IDEA Part B regulations)](https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-300/subpart-D/subject-group-ECFR7501aba42a83252/section-300.324), Electronic Code of Federal Regulations (eCFR)
5. [Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders (Knight, Sartini and Spriggs)](https://doi.org/10.1007/s10803-014-2201-z), Journal of Autism and Developmental Disorders, 2015
6. [Evidence-based practices for children, youth, and young adults with autism (NCAEP report, Steinbrenner et al.)](https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf), National Clearinghouse on Autism Evidence and Practice, University of North Carolina, 2020
7. [Separate and combined effects of visual schedules and extinction plus differential reinforcement on problem behavior occasioned by transitions (Waters, Lerman and Hovanetz)](https://doi.org/10.1901/jaba.2009.42-309), Journal of Applied Behavior Analysis, 2009
8. [A systematic review of digital activity schedule use in individuals with autism spectrum disorder and intellectual disability (Hammond et al.)](https://doi.org/10.3109/13668250.2025.2499009), Journal of Intellectual and Developmental Disability, 2025
9. [Evidence-based practices for children, youth, and young adults with autism: third generation review (Hume et al.)](https://doi.org/10.1007/s10803-020-04844-2), Journal of Autism and Developmental Disorders, 2021
10. [Learn the Signs. Act Early: early intervention contacts by state](https://www.cdc.gov/ncbddd/actearly/parents/states.html), Centers for Disease Control and Prevention (CDC), February 17, 2026
11. [34 CFR 300.301: initial evaluations (IDEA Part B regulations)](https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-300/subpart-D/subject-group-ECFRcdd53b28839f370/section-300.301), Electronic Code of Federal Regulations (eCFR)
12. [Find your Parent Center](https://www.parentcenterhub.org/find-your-center/), Center for Parent Information and Resources (CPIR)
13. [Part C eligibility definitions by state](https://ectacenter.org/topics/earlyid/partcelig.asp), Early Childhood Technical Assistance Center (ECTA)

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Our guides give general information for families in the United States. They are not medical, legal or financial advice. If you are worried about your child's health, contact your child's pediatrician. In an emergency, call 911.