Occupational Therapists—Visuals to Teach and Remind Clinic and Classroom Staff

At school and clinics

Many students with autism or sensory processing disorder receive occupational therapy services at school. An OT may come into the room to provide these services, hopefully modeling activities for staff to implement at other times during the week. This is one of the most important parts of a child’s program. 

OTs may also provide therapy in a clinic setting, interacting mainly with parents, with fewer opportunities to interact with school personnel. Parents may want to use some of the recommended techniques at home. And OTs must be able to communicate to school staff in IEP meetings.

Whatever the setting, getting follow-through from both educational staff and parents is important. After all, the need for emotional regulation exists for all of us, all day long. Below we provide some simple suggestions for supporting this follow-through.

Imagine you are an OT, working in a classroom. You want staff to follow the proper sequence of sensory activities, but you have few opportunities to work with or train the staff. Now imagine you are a teacher, and have an OT in your classroom, working with a child. The OT tells you which activities to do and in what order, but only presents this information to you verbally. Both OT and teacher end up frustrated, and the child’s program is less effective than it should be. How do staff remember all of that information? How do you remember all of that information? And, as an OT, how do you ensure staff follow-through?

Verbal directions aren’t enough

Using visual supports is a highly effective way to support neurodivergent or neurotypical children. In fact, visual supports are effective for people of all ages. We are more likely to remember something we both see and hear, than just something we hear. Although many professionals rely on verbal instructions, it is worth thinking outside the box!

Visual supports are for everyone

It is second nature to share information verbally. In a school setting, there is typically so much going on that it is often hard to even hear what another person is telling you, much less be able to process it. Research shows that we are more likely to comprehend and retain information that is presented in different sensory modalities. In this article, we will focus on visual supports, as they are easy to create and use.

Sensory diet signs

You can start by providing a printed list of activities for a child to go on the wall. Hopefully, staff can observe you, but if not, the list of activities for the child is posted, so everyone understands expectations and the sequence of activities. And as a teacher, you do not have to worry about telling your staff what to do. They will have visual instructions. 

These signs may sometimes change, so you can print them off and clip them to a laminated file folder or piece of poster board. Below are some examples of sensory diet signs. There are typically multiple activities for a child, involving different pieces of equipment and targeting different senses or skills, that should be done in a specific order. 

Learning by doing

By having staff follow a list of sensory activities accompanied by signs that detail each activity and how it is used, staff are learning by doing. The more they do it, the more proficient they become. If either the OT or teacher can provide follow-up coaching and feedback (I do, we do, you do), that’s even better.

Help for both staff and parents

This system is helpful if you are an OT who has COTAs or interns working for you, as it will help them remember sequences and activities as they are learning routines. These signs also teach parents or caregivers who come into your clinic, or who are visiting classrooms. It is much easier for a parent to read a sign and retain the information (especially if you provide them with a copy). 

Note: If you have students/clients, staff, or families who are non-English speakers, it is helpful to have signage and handouts available in other languages. 

Sensory work systems and mini-schedules

When a child will be engaging in a set of sensory activities or participating in their sensory diet, it is helpful to have a mini-schedule with icons for the different activities. The icons can either be matched by placing them in small baskets, or you can use a green/red, left to right system where an activity icon is moved from the left column to the right column as the activity is completed. 

How to use equipment

Whether staff has been previously trained in a technique or have observed you modeling it, using a visual cue is a great way to provide reminders and to reinforce the concept. Once staff know what to do, it is helpful to provide them with information on sensory equipment and tools, and how to use them. 

Sensory equipment signs

Below are some sample signs to be used in a classroom, clinic, or sensory room. They include a picture of the object, provide simple instructions for how to use it, and include an explanation of what it does and the sense it addresses. 

If you are training a staff person or parent by modeling the use of a yoga ball with a child, the sign provides visual instructions that reinforce what you are saying and doing. When the staff person uses the yoga ball with a student on their own, they have a reminder of the steps. This ensures the proper use of the yoga ball, and prevents a staff person from using it incorrectly. It is less stressful for the staff to have a reminder, and is more effective for the client or student. 

Visuals are helpful for all adults!

Visual supports also provide information for visitors to your clinic or classroom, such as administrators or parents, and allow other service providers to see and understand what you are doing. For new teachers or therapists, it reinforces the idea of your knowledge and competence. After all, staff might be able to argue with you, but how can you argue with a sign? 

The tools mentioned in this article are simple but effective ways to communicate information to other adults. This, in turn, supports generalization of skills across environments. 

• Visual sensory diets

• Sensory diet signs

• Learning by doing

• Mini-schedules

Start with one, and see how it goes. You may be surprised by the positive results!

How to get more information and help

These visual supports are easy to create, but if you simply don’t have the time, ask AMF for some help! We can provide you with templates and directions. And watch for the new book, Getting Staff on Board: A Practical Guide for Educators and Others Professionals, coming in 2026 from AMF Publishing.