Category: Show me how

What’s the aim?

To improve daily living skills and increase independence by showing rather than telling the individual the steps they need to do to complete a task.

What to do – using the TomTag 4 P’s approach

Plan

• Does the individual understand the idea of a sequence i.e. that things follow each other in a certain order? This is important to know because when you are teaching a skill, it’s helpful to break the task down into smaller steps so that the individual can follow the steps in the right order to complete the task.
• Decide which skill you want to work on and how many steps the individual can realistically cope with. A simple two step First-Then sequence such as ‘First use toilet Then wash hands’ works best for those who are still learning about sequences. You can always add more steps to a sequence once they have got the hang of it.

Prepare

• Pick appropriate symbols showing the steps for the skill you would like to teach. Use the blank stickers to make your own drawings if you can’t see exactly what you want.
• Build up an activity sequence in a TomTag tag using these symbols with the steps in the right order.
• Aim to involve the individual in the preparation of the tag as this gives them a sense of ownership and may motivate them to use it. This is also a great time to talk about how and why their TomTag will help.
• Decide where to put the TomTag so that it is easily seen by the individual before they start the task. Do you want them to carry it or fix it to a permanent place such as on a hook in the bathroom? It must be easily visible to the individual throughout the task.

Prompt

• Cue the individual with a brief verbal instruction when it’s time for the task to begin e.g. “Check your TomTag”.
• Gently guide them to look at their TomTag or place it in their hand and prompt them to point to the first step on their tag
• Before each step, use the least amount of words and describe what the step is for, e.g. “Toothpaste on brush”.
• If necessary, help them to do the step or model how to do it.
• Show them how to turn over the button on their tag once they have completed the step.
• Praise them for following their TomTag and completing the step
• Cue them to check their TomTag again so that they can move smoothly onto the next step

Patience

• If challenging behaviour occurs, focus on the activity not the behaviour.
• Keep prompting, praising and be patient!

Download this guide as a printable pdf

What’s the aim?

A First-Then (or Now-Next or First-Then-Next) tool helps your child to learn basic sequencing skills. It shows them what they will do or need to complete first (or now) and what they will do then (or next). It can be really helpful in getting children to move more smoothly (transition) from one activity to another or in encouraging them to complete a less-preferred activity before receiving a reward or moving on.

What to do – using the TomTag 4 P’s approach

Plan

• Decide what the first and second activities or objects are that you want or need your child to do
• Choose the second item to be something your child really likes to encourage them to do the first activity. Worried about challenging behaviour? Try starting with activities that your child usually does successfully and willingly!

Prepare

• Pick relevant symbols that show the activities you have identified. Use blank stickers to make your own drawings if you can’t find the activity you want.
• If not already included in the sticker pack you have, use blank stickers for the prompt words FIRST, THEN, NOW or NEXT as preferred.
• Place the first prompt word at the top of the tag followed by the first activity symbol, then the second prompt word followed by the second activity symbol.
• For a 3-step sequence, e.g. FIRST-THEN-NEXT, continue to add the third prompt and symbol.

Prompt

• Give the TomTag to your child with a brief verbal instruction about the sequence (e.g. “First eat lunch, then play outside”).
• Make sure your child can see the tag whilst doing the first activity and refer to it verbally as well (e.g. “nearly finished, then play outside”).
• Show them how to turn over the button on their tag once they have completed the first activity and confirm the next step verbally. (e.g. “Lunch done, now play outside”).
• Immediately provide the preferred activity or item so that your child gains trust in using TomTag and more confidence the next time you use it.

Patience

• If challenging behaviour occurs, keep your focus on prompting your child to do the first activity rather than on the behaviour.
• Keep prompting, praising and be patient!

Download this guide as a printable pdf

What’s the aim?

Visual supports help you to communicate with your child by showing rather than (or as well as) telling them what you would like, or need, them to do. They also allow your child a means to communicate their needs and wants to you, in situations or at times when they may be unable to do this verbally or effectively through other means. Challenging behaviour often manifests out of frustration at either not understanding a situation or being unable to verbally express wants, needs and feelings and an effective visual communication support can help reduce these frustrations and behaviours.

What to do  – using the TomTag 4 P’s approach

Plan

• What communication needs does your child have? What do you want to help them with?

Do they need help to:

• • understand instructions?
  • remember social rules such as sharing, waiting or taking turns?
  • communicate their feelings and choices?
  • manage their emotions?

Prepare

• Choose appropriate symbols relating to the communication needs you have identified. Use the blank stickers to make your own drawings if needed.
• For help with understanding and remembering instructions, set out the symbols in one or more tags in the form of reminder checklists
• For help with teaching social rules, try to include some positive praise points in your tag to encourage and reward appropriate behaviour (e.g. good work, good effort, well done, etc.)
• To help with communicating choices, feelings or emotions, create separate lists for each set of options e.g. sensory triggers (“I feel … too hot, too cold, tired, hungry, etc.), sensory support strategies (“I need … count to 10, get a hug, take a rest, exercise, etc.)
• Aim to involve your child with the preparation of their tags where possible. Many children love stickers and the action of clicking the buttons into place. This helps to give them a sense of ownership and motivation to use it. This is also a great time to talk about how and why TomTag will help them.
• Have the TomTag easily to hand so that you or your child can quickly use it when the communication need occurs.

Prompt

• Prompt your child with a brief, verbal instruction e.g. “Look at your TomTag”.
• Gently guide them to check their TomTag or place it in their hand
• Encourage them to communicate what they want or need by using the least amount of words, for example, “show me”.
• You should also use the least amount of words to tell them what you want them to do. For example, “take turns” whilst as the same time pointing to the relevant symbol in their tag.

Praise

• Praise your child for communicating with you or for following your instructions.
• Keep prompting, praising and be patient!

Download this guide as a printable pdf

What’s the aim?

Visual timetables, schedules and routines help you to communicate to your child when activities or events will occur throughout the day or week. This helps them to understand what they are doing and when and can significantly reduce anxiety and related behaviours that may occur when these things are not made clear or certain.

What to do – using the TomTag 4 P’s approach

Plan

• Does your child understand the idea of an activity sequence? If you need to work on this first, read the TomTag First-Then-Next guide for advice on how introduce this idea.
• Decide which activities for the day or part of the day you want to show. Worried about challenging behaviour? Try starting with activities that your child usually does successfully and willingly!

Prepare

• Choose appropriate symbols to show the activities you have identified. Use the blank stickers to make your own drawings if you can’t see the activity you want.
• Build up an activity sequence in a TomTag tag using these symbols to show the activities you want to happen, or that will occur, and in what order.
• Aim to involve your child with the preparation of the tag. Many children love stickers and the action of clicking the buttons into place. Helping prepare their tag gives them a sense of ownership and may motivate them to use it. This is also a great time to talk with them about how and why their TomTag will help.
• Decide where is the best place to put TomTag so that it is easily seen by your child before they start the first activity. Do you want them to carry it or fix it to a permanent place like the fridge or a wall? It must be easily visible to your child during the rest of the activities.

Prompt

• Cue your child with a brief verbal instruction when it’s time for an activity to begin e.g. “Check your TomTag”.
• Gently guide them to look at their TomTag or place it in their hand and prompt them to point to the next activity symbol
• Use the least amount of words and describe what the activity is, e.g. “Get dressed”.
• Help your child do the activity or model how to do it. If they are finding an individual activity too difficult, set up a separate and more detailed skill prompt TomTag to teach it. Read the Daily Living Skills guide for more information about how to do this.
• Show them how to turn over the button on their tag once they have completed the activity.
• Praise your child for completing the activity
• Cue them to check their TomTag again so that they can move smoothly onto the next activity

Patience

• If challenging behaviour occurs, focus on the activity not the behaviour.
• Keep prompting, praising and be patient!

Download this guide as a printable pdf