Great Start Readiness Program - Kent ISD

Just like visuals can support routines, visuals can also prepare children for a transition.

For example, if your child is playing with Legos and it is time for a bath, you can show your child the visual for bath time. You could also set up the transition for success by using a timer. For example: “Five more minutes of Legos. Then it is time for a bath.” Remember to make transitions fun. So, on the way to the bath, you could tell your child, “Let’s pretend we are invisible and tiptoe all the way to the bathroom.” Visit challengingbehavior.org and search the resources library for Visual Supports for Routines, Schedules, and Transitions for helpful resources!

Share in the comments below a routine you might want to use a visual for!



Video Description: Animated instructional video titled ‘Transitions Using Visual Cues.’ The video explains how visual supports can help children transition between activities and routines. Examples include showing a child a visual cue for bath time, using countdown reminders such as ‘five more minutes,’ setting up a transition with a timer, and making transitions playful by pretending to be invisible as you tiptoe to the bathroom. The video includes photos of adults and children interacting, toy blocks, a timer graphic, and illustrated visual schedule cards on a colorful background

Another way to help children learn and follow routines is by using their interests. Incorporating play and playful moments into your everyday routines will make them more fun for everyone! Share in the comments how you make everyday routines more fun for your family!



Another way to help children learn and follow routines is by using their interests. Incorporating play and playful moments into your everyday routines will make them more fun for everyone! Share in the comments how you make everyday routines more fun for your family!



Video content: The video opens with the text ‘Make routines easier by… Using Interests!’ on a comic-style background. It then introduces a child named Sam, who does not like getting ready for school but enjoys pretending to be a superhero. Images of a child in a superhero cape and comic-style graphics appear on screen. The video explains that Sam’s mom asks which superhero he wants to be and uses that superhero name throughout the morning routine to encourage participation and engagement. Final slide of the video with comic-style graphics and text reading ‘Preferences can be…’ followed by examples in large text bubbles: ‘Objects,’ ‘People,’ ‘Places,’ and ‘Activities.’ The slide uses colorful, patterned backgrounds and speech-bubble shapes.