Anticipation board.
Visual sequences for transitions and routines. Based on Hodgdon (1995) and Hume et al. (2009).
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Evidence: visual anticipation sequences increase predictability for students with ASD and are used to reduce their anxiety (Hodgdon, 1995; Hume, Loftin & Lantz, 2009). Visual supports, including “First-Then” boards and schedules, are listed as evidence-based practices in the NPDC (2014) and NCAEP (2020) reports.
Hodgdon, L. (1995). Visual Strategies for Improving Communication. · Hume, K., Loftin, R. & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. J. of Autism and Developmental Disorders, 39(9). · ARASAAC (CC BY-NC-SA).
Level of evidence: B (partial support). Basis: Visual anticipation supports (“first-then”) in ASD (Hodgdon, 1995; Hume et al., 2009). Limits: Reduced anxiety is the usual explanation, not a result measured in those studies.
This tool is for guidance and educational purposes. It does not replace assessment by a qualified professional.
Pictograms: Sergio Palao. Source: ARASAAC (arasaac.org). Licence: CC BY-NC-SA. Owner: Government of Aragon. · inklui.com
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