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How do I use a first-then board in the classroom?

When to use one, how to choose the 'then', how to fade it, and a free printable.

By The Autism Kit teamUpdated Sep 27, 2026 · 1 min read
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Young children doing an art activity at a table with their teacher
Photo: Ksenia Chernaya on Pexels
The short answer

A first-then board shows a task ('first') followed by something motivating ('then'). In class, it helps autistic students start non-preferred tasks and handle transitions. Keep the 'first' short at the beginning, let the student help choose the 'then', use few words, and always follow through. Over time, stretch the 'first' or move to a full visual schedule.

Key takeaways
  • First a task, then something motivating.
  • Keep "first" short to begin with.
  • Let the student help choose the "then".
  • Always follow through.

When does a first-then board help?

  • Starting a non-preferred task, like writing
  • Moving from a favorite activity to something else
  • Waiting, like "first line up, then recess"

The idea of following a less-preferred activity with a more-preferred one comes from early reinforcement research.1 Visual supports make it concrete.2

How do I use it?

  1. Choose the "then" with the student, from two options.
  2. Show the board and say it simply: "First math, then Lego."
  3. Keep "first" achievable: three problems, not thirty.
  4. Follow through immediately when "first" is done.

How do I fade it?

  • Gradually make "first" longer
  • Add a second task: "first, next, then"
  • Move to a full visual schedule

What should I avoid?

Try
  • Short, achievable first tasks
  • A 'then' the student chooses
  • Using it the same way every time
Skip
  • Changing the 'then' after the task
  • Using it as a threat
  • Making 'first' longer too fast
Free printable: first-then boardPDF · 2 pages · two large picture slots, plus cards to cut out
Download Free printable: first-then board

What can I try this week?

0 of 3 done

For families: How do first-then boards work at home?

Common questions

No. It shows the natural order of the day and makes it visible. Adults use the same idea: finish the report, then get coffee.

Sources

  1. Premack D. Toward empirical behavior laws: I. Positive reinforcement. Psychological Review, 1959. doi.org
  2. AFIRM (UNC Frank Porter Graham): Visual supports evidence-based practice brief. afirm.fpg.unc.edu

This guide shares general information and our team's perspective, based on the sources above. Rules and services differ by country, region and school, so always check your local guidance and your organisation's policies. How we write our guides.

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