First–Then Strategy for Autism: A Simple Classroom Management Tool for PreK–2 Special Education
If your classroom sometimes feels like its warming up instead of performing, the First–Then strategy might be your best turn to.
For students with autism and other developmental differences in PreK–2 special education, predictability isn’t just helpful. It’s powerful. The First–Then strategy creates structure, reduces anxiety, and increases cooperation without turning you into the “repeat yourself 47 times” teacher.
Lets show you how it works and how to use it effectively in early childhood special education classrooms.
What Is the First–Then Strategy?
The First–Then strategy is a simple visual support that shows students:
First → a non-preferred or required task
Then → a preferred activity or reinforcement
It is widely used in autism intervention practices, including approaches like Applied Behavior Analysis (ABA), but it can be used in any classroom setting.
Instead of saying:
“Clean up your blocks. Then you can go to centers.”
You show it visually:
FIRST: Clean up blocks
THEN: Centers
For many students with autism, visuals speak louder than words. Words disappear. Visuals stay put.
Why First–Then Works for Students with Autism
Children diagnosed with Autism spectrum disorder often thrive on:
Predictable routines
Clear expectations
Concrete visual supports
Immediate reinforcement
The First–Then board reduces power struggles because it:
Removes negotiation
Clarifies expectations
Builds trust through consistency
Makes transitions smoother
It shifts the tone from “Because I said so” to “Here’s the plan.”
And plans feel safe.
How to Use First–Then in a PreK–2 Special Education Classroom
Let’s get practical.
Step 1: Identify the “First”
This is the required task. Keep it:
Short
Clear
Developmentally appropriate
Examples:
First: Write your name
First: 5 math problems
First: Put toys in bin
First: Sit for circle time (2 minutes to start!)
For early learners, especially PreK and Kindergarten, start small. “First: 1 problem” builds momentum better than “First: Finish worksheet.”
Success fuels cooperation.
Step 2: Choose a Meaningful “Then”
The “Then” must matter to the student.
Examples:
Then: iPad time (2 minutes)
Then: Sensory bin
Then: Sticker
Then: Choose a book
Then: Line leader
Pro tip: Rotate reinforcers. What worked yesterday may not sparkle today.
Step 3: Use Visual Supports
For PreK–2 students with autism, visuals are magic keys.
Your First–Then board can include:
Picture icons
Real photos
Velcro task cards
Dry-erase boards
Keep it simple:
🟦 FIRST | 🟩 THEN
Too many words can overwhelm early readers.
Step 4: Be Consistent
This is where classroom management transforms.
If you show:
First: Clean up
Then: Playground
The playground must happen.
Even if it’s brief.
Trust builds behavior. Broken promises build resistance.
First–Then for Classroom Management
Here’s where this strategy shines like a spotlight.
1. Reducing Task Refusal
Instead of escalating:
“Do your work.”
“No.”
“Yes.”
“No.”
You calmly present the board.
The visual does the heavy lifting.
2. Supporting Transitions
Transitions can feel like cliff edges for students with autism.
Use:
First: Finish snack
Then: Recess
Or even:
First: Line up
Then: Song while walking
Predictability smooths the edges.
3. Increasing Work Completion
For students with shorter attention spans:
First: 2 minutes work
Then: 1 minute break
4. Preventing Challenging Behavior
Many behaviors stem from:
Escape from demands
Unclear expectations
Anxiety about “what’s next”
First–Then boards remove uncertainty.
Clear structure lowers stress.
Lower stress lowers behavior.
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