# How can a SENCO train teaching assistants to use visual supports?

> A short training plan built on explain, model, practise and feedback, plus checklists to keep practice consistent.

URL: https://theautismkit.com/guides/train-teaching-assistants-visual-supports
By The Autism Kit team · Updated 2026-09-27

**Short answer:** The most effective way to train teaching assistants is behavioural skills training: explain the support and why it helps, model it, have the TA practise it (ideally with the real materials), and give quick, specific feedback. Focus on a small core set of visual supports used the same way across the school, and check in during real lessons.

**Key takeaways**
- Train with **explain, model, practise, feedback**.
- Focus on a **small core set** of visual supports.
- Practise with **real materials** in **real lessons**.
- Use **short checklists** to stay consistent.

## Why this approach?

Behavioural skills training (instructions, modelling, rehearsal and feedback) is one of the most effective ways to train staff in new practices.[1] Visual supports themselves are an evidence-based practice for autistic pupils.[2]

## What's a simple training plan?

| Session | Focus |
| --- | --- |
| 1 | Visual timetable: set-up, pointing to next, showing changes |
| 2 | Now-and-next board: choosing 'next', following through |
| 3 | Break cards and calm corner: teaching when calm, returning to class |
| 4 | Putting it together in a real lesson, with feedback |

## What does a good session look like?

1. **Explain** the support and why it helps (5 minutes)
2. **Model** it with a colleague playing the pupil
3. **Practise**: each TA tries it with the real materials
4. **Feedback**: one specific strength, one thing to try next
5. **Check-in** during a real lesson that week

**Use a checklist.** A 4 or 5 step checklist per support, like "points to next card before the change", makes observation and feedback
  quick.

## What should we avoid?

**Try:**
- The same supports and words across the school
- Short, frequent practice
- Celebrating what's going well

**Skip:**
- One long training day with no follow-up
- Different systems in every classroom

Free printable: [Free printable: classroom pack](https://theautismkit.com/printables/classroom-pack.pdf)

## What can I do this half term?

- [ ] Choose three core visual supports
- [ ] Write a short checklist for each
- [ ] Run session 1 and book in-class check-ins

## Common questions

### How long should training take?

Short sessions work well: 30 to 45 minutes per support, followed by a check-in during a real lesson.

### Which supports should TAs learn first?

Usually the visual timetable, now-and-next board and break cards, since they're used most often.

### How do I keep practice consistent?

A short checklist for each support, used during observations, keeps everyone doing it the same way.

## Sources

1. Parsons MB, Rollyson JH, Reid DH. Evidence-based staff training: a guide for practitioners. Behavior Analysis in Practice, 2012. https://doi.org/10.1007/BF03391819
2. AFIRM (UNC Frank Porter Graham): Visual supports evidence-based practice brief. https://afirm.fpg.unc.edu/wp-content/uploads/Visual-Supports-Brief-Packet.pdf

General guidance, not a diagnosis or treatment plan. Talk with your pediatrician or a developmental specialist about your child's care.