Visual Match Cards

Objective: Reinforce the arrival routine sequence through a hands-on sorting activity.

Materials:

• Arrival Visual Schedule Cards (laminated picture cards for each arrival step)
• Small tray or mat labeled “First → Last”
• Velcro dots or magnetic tape (optional for stability)
• Sensory Bin Objects (as calming fidgets for choice)

Setup (1 minute):

1. Scatter the five arrival step cards face up on a low table or floor mat.
2. Place the tray or mat in front of the child, showing a left-to-right ordering cue (e.g., arrows or numbered spots).
3. Offer 1–2 items from the sensory bin at the side for optional fidgeting if needed.

Activity Steps (4 minutes):

1. Intro & Model (1 minute):
   • Show the child how to pick up the first card (e.g., “Hang up coat”) and place it on the first spot of the mat.
   • Use a simple gesture (point then place) and name the step.
   • Repeat with two more cards.
2. Guided Sorting (2 minutes):
   • Invite the child to choose the next card: “Which one comes next?”
   • Provide gesture cue if needed (pointing to the next empty spot).
   • Offer calm praise (“Great job!”) with each correctly placed step.
   • If the child hesitates, hand them the correct card and let them place it themselves.
3. Independent Check & Review (1 minute):
   • Once all cards are placed, review the entire sequence by running a finger under each card and naming it.
   • Encourage the child to say or gesture the steps if possible.

Follow-Up Prompts:

• “What do we do first when we arrive?”
• “Can you show me the picture for putting your name on the cubby?”
• Offer the child a sensory object after completion as a reward or calming break.
   
   

(Note: Space above for tactile exploration and tactile labeling if you wish to add velcro names or small picture labels.)

Session 1 Game: Arrival Passport Match

Objective:
Help each child practice the arrival routine sequence by finding and matching visual steps to their personal passport sheet, using sensory supports and gesture cues for engagement.

Materials:

• Arrival Passport Sheets (one laminated sheet per child with five blank velcro spots and silhouette outlines of each arrival step)
• Arrival Visual Schedule Cards (laminated picture cards with velcro on the back)
• Velcro dots (for attaching cards to passport)
• Sensory Bin with dried rice or beans (for hiding cards between rounds)
• Gesture Cue Cards (to model actions)
• Small basket or tray to hold hidden cards

Setup (1 minute):

1. Attach velcro dots to the five outlines on each child’s Arrival Passport Sheet.
2. Scatter the five visual schedule cards face down in the Sensory Bin.
3. Place each child’s passport sheet on a small table or lap tray.
4. Keep Gesture Cue Cards visible for modeling.

Game Steps (4 minutes):

1. Model & Demonstrate (1 minute):
   • Show a gesture clue (e.g., point to coat hook) and say, “Find the picture for hanging up your coat.”
   • Reach into the bin, pull out the matching card, and attach it to the first spot on your own passport.
   • Invite the child to trace the picture on the passport with a finger.
2. Child Turns (2 minutes):
   • Invite the child to dip into the bin and pull out one card.
   • Prompt: “Which step did you find?” Use gesture if needed.
   • Help them place the card onto the matching outline on their passport.
   • Offer calm praise: “Great job finding the name-tag picture!”
   • If the child struggles, guide their hand to the correct spot and encourage them to stick it on.
3. Sequence Review & Reward (1 minute):
   • Once all five cards are matched, run a finger under each picture and name it (e.g., “Hang up coat → Put on name tag → Wash hands …”).
   • Encourage the child to gesture or say the action if they can.
   • Celebrate completion with a choice of 1–2 sensory objects from the bin as a quick calming break.

Follow-Up Prompts:

• “Show me the picture for washing your hands.”
• “What do you do right after putting your name tag on?”
• “Can you point to the coat-hook picture?”
  
  
  

Session 2 Activity: Snack Sequence Sorting

Objective:
Reinforce the snack-time routine by having children arrange the steps in order using visual supports and sensory-friendly materials.

Materials:

• Snack Time Visual Schedule Cards (wash hands, choose snack, eat snack, clear plate)
• Snack Choice Boards (images of available snack items)
• Small tray or mat labeled “1 → 4” (numbered spots for sequence)
• Velcro dots (for attaching cards)
• Sensory-Friendly Plates & Utensils (as tactile props)
• Optional: small soap pump or bottle, pretend snack items, mini dish bin for tactile placement

Setup (1 minute):

1. Attach velcro dots to the numbered spots on the mat (spots 1–4).
2. Mix up the four Snack Time Visual Schedule Cards face up.
3. Place the Snack Choice Boards nearby as reference for the “choose snack” step.
4. Lay out plates/utensils and tactile props to cue each action.

Activity Steps (4 minutes):

1. Model & Introduce (1 minute):
   • Show the mat and explain: “We need to put these pictures in the order we do snack.”
   • Pick up the “wash hands” card, say the step while modeling the gesture, and stick it on spot 1.
   • Repeat for “choose snack” (spot 2), showing the choice board to select an image, “eat snack” (spot 3) by placing a plate prop, and “clear plate” (spot 4) by moving the plate to the mini dish bin.
2. Guided Practice (2 minutes):
   • Invite the child to pick up the next card and place it on the mat: “Which step goes second?”
   • If needed, point to the corresponding Snack Choice Board or plate prop as a clue.
   • Offer calm praise and a gentle tap or high-five for each correct placement.
   • Provide sensory feedback by letting the child feel the plate texture or soap pump before sticking the card.
3. Review & Reinforce (1 minute):
   • Run your finger under each card in sequence and name the action together.
   • Ask the child to gesture or say one key word (e.g., “wash,” “eat”).
   • Celebrate with a brief sensory break: allow 1–2 squeezes of a fidget or a textured snack item.

Follow-Up Prompts:

• “What do we do after we wash our hands?”
• “Can you find the snack picture on the choice board?”
• “Show me how we clear our plate.”
  
  
  

Session 2 Game: Snack Bin Match

Objective:
Help each child practice the snack-time routine by “fishing” for step cards in a sensory bin and matching them to the correct routine spot, using visual supports, gestures, and sensory feedback for engagement.

Materials:

• Snack Time Visual Schedule Cards (laminated cards for each of the four snack steps)
• Sensory bin filled with dried rice or beans and hidden visual schedule cards
• Small tray or board with four labeled velcro spots (“Wash → Choose → Eat → Clear”)
• Velcro dots (to attach cards to the board)
• Snack Choice Boards
• Sensory-Friendly Plates & Utensils
• Gesture Cue Cards
• Cleaning Charts

Setup (1 minute):

1. Secure four velcro dots in order on each tray or board, labeling them 1–4 to match the snack routine steps.
2. Hide the four Snack Time Visual Schedule Cards in the sensory bin.
3. Place each child’s tray next to the bin, with gesture cards and choice boards within reach.
4. Demonstrate how to gently dig in the bin, find a card, and place it on the correct spot.

Game Steps (4 minutes):

1. Model & Prompt (1 minute):
   • Show a Gesture Cue Card for washing hands and say, “Let’s find the wash-hands picture.”
   • Reach into the bin, retrieve the card, and attach it to spot 1.
   • Trace the picture and invite children to touch it.
2. Child Turns (2 minutes):
   • Invite each child to scoop in the bin, pull out a card, and ask: “Which step did you find?”
   • Help them match it to the labeled spot: point to the number or picture outline.
   • Offer calm praise (“Great finding the snack picture!”) and a brief sensory comment (e.g., “This rice feels soft, doesn’t it?”).
   • If the child is unsure, show the matching spot and guide their hand to stick the card on.
3. Sequence Review & Sensory Reward (1 minute):
   • Once all four cards are placed (wash → choose → eat → clear), run a finger under each and name the action together.
   • Ask one child to point to “choose snack” on the Snack Choice Boards.
   • Celebrate with a choice of 1–2 squeezes from the bin or a quick feel of the plates/utensils.

Follow-Up Prompts:

• “What do we do first before we eat?”
• “Can you show me the card for clearing your plate?”
• “Where does the eat-snack picture go?”
  
  
  

Session 3 Activity: Transition Stations

Objective:
Provide hands-on practice of the three transition steps—clean up play materials, gather personal items, and line up—by rotating through mini “stations” that use visuals, sorting bins, and sensory timers.

Materials:

• Transition Visual Schedule Cards (3 cards: Clean Up → Gather Belongings → Line Up)
• Cleanup Task Cards (picture cards for each type of toy or material)
• Three small bins or baskets labeled “Clean Up,” “My Things,” and “Line”
• Line-Up Charts (visual cue showing where to stand)
• Sensory Transition Timers (one per station, e.g., sand timers or squeeze toys)
• Tape or Velcro dots (to attach cards to bins or walls)

Setup (1 minute):

1. Arrange three stations around the activity area:
   • Station 1: “Clean Up” bin with Cleanup Task Cards taped above.
   • Station 2: “My Things” basket beneath the second Transition Visual Schedule Cards image.
   • Station 3: “Line” mat or spot showing the Line-Up Charts.
2. Place a sensory timer at each station for brief self-regulation breaks.
3. Show the full Transition Visual Schedule Cards sequence on a central board.

Activity Steps (4 minutes):

1. Model & Demonstrate (1 minute):
   • Point to the first visual card: “Clean Up.”
   • Pick up a toy, match it to the correct Cleanup Task Card, and drop it in the “Clean Up” bin.
   • Flip the timer and say: “When the sand runs out, we move to the next station.”
2. Station Rotations (2 minutes):
   • Invite each child to take a turn at Station 1: find one item, match, and drop it in the bin.
   • After the timer finishes (10–20 seconds), signal (gentle chime) to move together to Station 2: “My Things.”
     • Child collects one personal item (e.g., hat, backpack), places it in the basket while pointing to the second visual card.
     • Allow a quick squeeze of the sensory timer before rotating.
   • After the timer, cue: “Time to line up!” and lead children to Station 3.
3. Line-Up Practice & Review (1 minute):
   • At Station 3, show the Line-Up Charts and demonstrate standing in the spot.
   • Encourage each child to find their place and tap their timer once for a calm finish.
   • Run through the three visuals in order: “Clean Up → My Things → Line Up,” inviting children to point or gesture.

Follow-Up Prompts:

• “What do we do first when it’s time to switch activities?”
  
  
  
• “Can you show me the cleanup picture?”
  
  
  
• “Where do we stand when we line up?”
  
  
  

Notes:
• Adjust timer duration for children who need more processing time.
• Offer tactile support (e.g., holding a bin handle) for motor delays.
• Provide extra visual cues or model repeated times for children with behavioral needs.

Session 3 Game: Transition Treasure Hunt

Objective:
Engage students in practicing the three-step transition routine by “hunting” for hidden step cards and completing each action, using visual, auditory, and sensory supports.

Materials:

• Transition Visual Schedule Cards
• Cleanup Task Cards
• Gesture Cue Cards
• Sensory Transition Timers
• Line-Up Charts
• Three small “treasure” cards or tokens (one per step)
• Bell or gentle chime (auditory cue)

Setup (1 minute):

1. Hide each treasure card near the play area: one under a toy bin (Clean Up), one by cubbies (Gather Belongings), one at the door (Line Up).
2. Place timers and gesture cards at a central station.
3. Keep Line-Up Charts visible by the exit.

Game Steps (4 minutes):

1. Model & Demonstrate (1 minute):
   • Ring the bell and show the first Transition Visual Schedule Cards image (“Clean Up”).
   • Reveal the hidden treasure card under a toy bin.
   • Use a Cleanup Task Card to match and put away one toy.
   • Flip the timer and say, “When it dings, we go to find the next!”
2. Child Turns (2 minutes):
   • Invite a child to ring the chime, then hunt for a treasure card.
   • Prompt: “Which step did you find?” and show the matching visual and gesture card.
   • Child performs that action: sorting a toy, gathering their item, or stepping on the line-up spot.
   • After each action, offer calm praise and a quick timer squeeze.
3. Sequence Review & Sensory Reward (1 minute):
   • Once all three treasures are found, run a finger under each Transition Visual Schedule Cards image and name it: “Clean Up → Gather Belongings → Line Up.”
   • Encourage each child to point or gesture one step.
   • Celebrate with a brief sensory timer squeeze or fidget break.

Follow-Up Prompts:

• “Where did we find our clean-up treasure?”
  
  
  
• “What do we do after gathering our things?”
  
  
  
• “Show me the picture for lining up.”