-Daily timetables are mini schedules that breaks down the structure of day into sections (usually morning, afternoon and evening). They provide routine and encourage independence.  Velcro is placed on the timetable so that the pictures are removable when the activity or event is completed. A younger person would benefit from starting with a single daily timetable. Any bigger than this may be too overwhelming. You can gradually lengthen the timetable as your child is able to cope. For older children, a daily timetable accompanies a weekly timetable 

-Weekly timetables provides structure and routine and sets the scene for the week helping the person see and understand what is going to happen. Like daily timetables, weekly timetables encourage independence, supporting the person to organise themselves. plan ahead and take ownership of the structure of their week. It can assist with any unexpected changes to the week and be modified to reflect changes to normal routines. Velcro is placed on the weekly timetable so that the pictures are removable. We have plain white ones or others prefer the week and weekend broken up with Monday to Friday being yellow and the weekend green. We have timetables that are broken up into different segments of the day (morning, afternoon and evening). Some people like to put the finished activities into a finished box so that it can be physically removed and done with. Using daily and weekly timetables increases the understanding of days of the week and support the concept of time. 

-Individual visuals develop and enhance communication & understanding. They can be used on their own to request something or can be added to timetables.  pre-empt change) 

-Check off schedules provides structure and routine and develops independence. They are similar to the timetables. Some people prefer a check list approach. Here is another example where the finished symbol physically covers over the visual. 

-Visual sequences develop independence, enhance communication and understanding and reduce frustration as skills or tasks are broken down in a sequential order. Many people only need to use Visual sequences temporarily as they learn a certain sequence. 

 -Social Scripts develop and enhance communication & understanding. Provides structure and routine. They support behaviour & transitions. They help explain and manage emotions and feelings, reduce frustration and anxiety & develop independence. Teach a concept or new skill, outline expected behaviours, provide rules, manage difficult behaviours. Our social scripts are personalised to the individual and can be interactive to increase engagement. 

-Recipe books increase cooking independence and life skills. We have cooking groups here at Independent Kids and Adults. They follow these step-by-step recipes that have clear instructions with text and visuals to increase cooking confidence and skills. 

-Lanyards support behaviour & transitions. They are a set of portable visuals that are usually worn around the neck or on a chain. They consist of colour coded key messages: Stop, Wait, Finished, Change of plan, Safe Hands, Break, Toilet etc so they can be used quickly. Examples include, wearing them out on the playground, excursions or in the community. 

-First this, then boards support behaviour for people who find transitions challenging. We use simple language First brush teeth Then iPad.These boards work well when accompanied with a Timer Timer. 

-Choice boards develop independence and enhances communication. Choice boards can also reduce frustration and anxiety because the person feels like they have autonomy over what they want to do or have. To teach choice making, start by offering two items with a clear preference for one over the other (ice cream and broccoli). Say: "You choose." Once the concept of choosing is understood, you can begin to offer more subtle choices and increase the number of choices. 

-Rule Boards support behaviour & transitions. They help explain and manage emotions and feelings, reduce frustration and anxiety. With Rule boards we want to concentrate on positive behaviours such as what behaviours we want to see. For some people we also need to be explicit and include the Not Ok behaviours, then redirect to the desired or OK behaviours.