First Then Boards for the Classroom: A Simple Strategy That Helps Students Succeed

First Then Boards for the Classroom: A Simple Strategy That Helps Students Succeed

Some students seem to transition from one activity to the next without any trouble.

Others need a little more support.

If you have ever had a student who struggles to clean up, move between activities, or complete a non-preferred task, a First Then board may be one of the simplest classroom tools you can add to your daily routine.

I have found that visual supports help take some of the uncertainty out of the school day. Instead of relying only on verbal reminders, students can actually see what is expected and what comes next.

That small change can make a big difference for many learners.

What Is a First Then Board?

A First Then board is a simple visual support that shows students what they need to complete before moving on to another activity.

For example:

First: Clean up the blocks.
Then: read a book.

Or:

First: Sit on the rug for circle time.
Then: Choose a center.

Instead of hearing several directions at once, students see a clear and predictable sequence. This can help reduce confusion while encouraging independence.

Why Use First Then Boards?

Many young children thrive when they know what to expect. Visual supports provide structure and can make classroom routines feel more predictable.

Teachers can use First Then boards to:

• Support difficult transitions
• Increase task completion
• Reduce frustration during non-preferred activities
• Build independence
• Encourage positive behavior
• Reinforce classroom expectations
• Support students with autism, ADHD, language delays, or anxiety
• Help young students understand classroom routines

One of my favorite things about First Then boards is that they are not only helpful for students receiving special education services.

Many preschool, TK, kindergarten, and first-grade students benefit from visual reminders during the school day.

When to Use a First Then Board

First Then boards can be used throughout the day whenever a student needs additional structure, motivation, or support.

Here are a few classroom examples:

• First: Morning work Then: Choice time
• First: Clean up Then: Recess
• First: Writing Then: Centers
• First: Math Then: Snack
• First: Small group Then: Play
• First: Bathroom Then: Playground
• First: Reading Then: Computer time

The possibilities are endless because the board can be adjusted to meet the needs of an individual student.

How First Then Boards Help with Transitions

Transitions can be difficult for young children, especially when they are being asked to stop a preferred activity.

A student may not want to stop building with blocks, leave the playground, or put away a favorite toy. Verbal reminders alone may not be enough.

A First Then board gives the student a visual reminder of what needs to happen and what they can look forward to afterward.

For example:

First: Finish your math.
Then: Go outside.

This creates a clear beginning and ending. It also helps students understand that the less-preferred task is temporary and that another activity will follow.

Pair a First Then Board with a Token Board

For some students, a First Then board works even better when it is paired with a token board.

A token board allows students to earn tokens as they complete expected behaviors or work toward a goal. Once all of the token spaces are filled, the student earns a predetermined reward.

This creates a clear connection between effort and success while keeping students motivated.

Possible classroom rewards may include:

• A sticker
• A sensory break
• A favorite book
• Drawing time
• Building with blocks
• Extra recess
• Play-doh
• Choosing a center
• Using a favorite classroom toy

The reward does not need to be expensive or elaborate. For many students, a few minutes with a preferred classroom activity can be very motivating.

How to Use a Token Board

Before using the token board, choose the behavior or task the student will work on.

Next, choose a reward that is motivating for that student. Show the student the reward before beginning so they understand what they are working toward.

As the student completes parts of the task or demonstrates the expected behavior, add a token to the board.

Use simple and encouraging language, such as:

“You finished the first activity. You earned a token.”

“You have two more tokens to earn, and then you can choose a book.”

Once the board is full, provide the reward as soon as possible. This helps the student make a clear connection between the expected behavior and the positive result.

Why Visual Schedules Matter

Visual schedules can reduce the need for repeated verbal reminders.

Instead of repeatedly saying:

“It is almost time to clean up.”

“Remember what comes next.”

“Please finish your work.”

Students can refer to the visual schedule.

Over time, many students begin checking their schedules independently. This can help classroom routines run more smoothly while also building confidence and independence.

Tips for Introducing Visual Supports

Visual supports are most effective when students are taught how to use them.

Begin by showing the student the board during a calm moment. Explain what the pictures mean and practice completing a simple First Then sequence.

Start with a task the student can complete successfully, followed by a highly preferred activity.

For example:

First: Put one book away.
Then: Play with blocks.

Once the student understands how the board works, you can gradually use it for longer activities or more challenging transitions.

Be sure to keep your language simple and consistent. Point to each picture as you say the words.

Keep the Visuals Easy to Access

First Then boards and token boards are most helpful when they are ready to use when you need them.

Consider laminating the boards and visual cards so they can be reused throughout the school year. Hook-and-loop dots can make it easy to change the pictures for different activities.

You may want to store the cards in a small container, binder, zipper pouch, or file box. Keeping the visuals organized will help you quickly find the card you need during a transition.

Who Can Benefit from First Then Boards?

First Then boards can support a wide variety of learners.

They may be especially helpful for students who:

• Have difficulty transitioning between activities
• Become anxious when routines change
• Need support following multi-step directions
• Have limited receptive or expressive language
• Need extra motivation to complete tasks
• Benefit from predictable routines
• Are learning classroom expectations
• Need visual rather than verbal reminders

While First Then boards are commonly used with students with autism, they can be helpful for any young learner who needs extra support with routines and expectations.

What Is Included in My First Then Visual Schedule Resource?

I created my First Then Visual Schedules, Token Boards, and Rewards resource to give teachers flexible visual supports that can be used with a variety of students and classroom routines.

Inside the resource, you will find:

• Multiple First Then board options
• Token boards
• Reward choices
• Different layouts to support individual student needs

Whether you teach preschool, Transitional Kindergarten, kindergarten, first grade, or special education, these visuals can become a helpful part of your classroom routine.

Click here to see the First Then Visual Schedules, Token Boards, and Rewards resource.

Frequently Asked Questions

Are First Then boards only for students with autism?

No. First Then boards are often used to support students with autism, but they can be helpful for many young learners. Any student who benefits from predictable routines, visual reminders, or extra transition support may benefit from a First Then board.

Can I laminate the boards?

Yes. Laminating the boards and visual cards will allow you to reuse them throughout the school year. You can also add hook-and-loop dots to make changing the visuals quick and easy.

What age group can use First Then boards?

These visual supports work well with preschool, TK, kindergarten, first grade, and many students in special education settings. They may also be helpful for older students, depending on their individual needs.

Should every student use a token board?

No. Some students may only need a First Then board or visual schedule. Token boards are another tool that can be used when a student needs additional motivation or positive reinforcement.

How do I choose a reward?

Choose something the individual student enjoys and can access soon after filling the token board. The most motivating rewards are often simple classroom activities, such as drawing, building, play-doh, reading, or choosing a center.

Final Thoughts

Every classroom has students who need a little extra support with transitions, routines, and classroom expectations.

Sometimes, the simplest tools make the biggest difference.

A First Then board helps students understand what is expected and what will happen next. When paired with token boards and visual schedules, these supports can help students feel more confident, motivated, and successful throughout the school day.

If you are looking for an easy-to-use visual behavior support, my First Then Visual Schedules, Token Boards, and Rewards resource is ready to print and use in your classroom.

Shop the First Then Visual Schedules and Token Boards.