The Autism Little Learners Podcast

Episode #165: Are You Using the Right Symbols on Your Visual Schedule?
Host: Tara Phillips
Date: March 10, 2026

Episode Overview

In this episode, Tara Phillips, an experienced speech-language pathologist, delves into the often-overlooked aspect of visual schedule success: choosing the right type of symbols. She reassures listeners that if visual schedules aren’t working, it’s not always because the child “doesn’t get visuals,” but perhaps because the symbols are not yet meaningful to that particular child. Tara breaks down the continuum of symbol abstraction and provides actionable guidance for educators and caregivers to find the right level of representation for each child, emphasizing flexibility and the ultimate goal of meaningful, accessible support.

Key Discussion Points & Insights

Why Visual Schedules Might Not Be Working (00:00–02:45)

• Many educators and parents feel discouraged when visual schedules seem to be ignored or misunderstood.
  • “I made the visual schedule, I laminated it, I put Velcro on it, and they won’t even look at it.” (00:30)
  • “Or she just pulls the icons off and doesn’t know what to do. Or he drops the picture on the floor.” (00:38)
  • Common feelings of “doing it wrong” or uncertainty about whether to use real photos, clipart, or objects.
• Tara reassures: It’s often not about doing it wrong, but rather about using symbols that are not yet meaningful to the child. (01:10)

The Continuum of Symbol Abstraction (02:45–05:20)

• Symbol types range from least abstract (most concrete) to most abstract:
  1. Functional objects (real items)
  2. Miniature objects
  3. Real photographs
  4. Line drawings or clip art
  5. Written words
• Tara notes, “A visual schedule only works if the child understands what the symbol represents.” (02:53)
  • Not all pictures are equally meaningful — clip art is more abstract than a photograph of the actual environment.
  • “A stick picture of gym class is more abstract than a real photo of your actual gymnasium.” (04:03)
  • “A tiny toilet icon is more abstract than holding a real diaper or miniature toilet object in your hand.” (04:11)
• Main insight: Start with the most common (clip art) but be prepared to adjust for individual needs.

Responsive Teaching & Adjusting Symbols (05:20–10:40)

• Tara shares her general process:
  • She typically starts with line drawings/clip art like Boardmaker symbols for practicality and efficiency.
  • If, after consistent modeling, the child is not connecting with the symbol, that’s the cue to adjust.
• Real-life example:
  • If a child doesn’t respond to a clip art of a toilet, try a photo of the real bathroom. Still not connecting? Use a real diaper, pull-up, or even a recognizable package piece. (06:40–08:30)
  • “Now, the symbol isn’t just visual, it’s sensory, it’s familiar, it’s tangible, it’s connected to the experience.” (08:15)
  • The shift from abstract to concrete can completely change how a child uses a schedule.

Signs That Symbols Aren't Meaningful (10:40–13:00)

• Watch for these cues:
  • Does the child look at, orient to, or use the symbol to predict the next activity?
  • Are they able to match the picture to the location/activity?
  • Do they anticipate what’s coming next?
• If “line drawings aren’t clicking,” try more concrete options.
  • “It’s not that they don’t get visuals — it’s that the symbol might be too abstract.” (12:45)

Mixing Symbol Types Is Okay (13:00–15:00)

• “You don’t have to have it perfectly uniform and aesthetic. You can have some clip art, some real photos, an object or two. The goal is not a Pinterest-worthy schedule. The goal is meaning.” (14:38)
• Real photographs make symbols less abstract and easier to understand for many children.
• For some, even real photos are too abstract — objects work best.

Functional Objects as Transition Supports (15:00–19:30)

• Definition: Real, actual items used to represent and begin an activity.
• For very early communicators, objects often beat pictures — but they aren’t practical for typical “schedule strips.”
• Tara’s practical adaptation:
  • Use baskets or containers labeled with the child’s name to hold object-symbols.
  • Example: Place a puzzle piece in a basket, have the child carry it to the table and fit it into the puzzle — both communicating what’s next and getting started with the activity. (17:40–19:00)
  • “The object has purpose. It’s not something to carry just because the adult said so. It has meaning, it has use. It belongs somewhere, and that’s what makes it powerful.” (18:42)

How to Choose and Adjust Symbol Types (19:30–22:45)

• Start with clip art/line drawings, model consistently, and allow time.
• If it doesn’t “click,” move to real photos, then objects if needed — “less abstract, more concrete.” (20:20)
• Observe: Do they look at or carry the symbol? Do they anticipate, bring it to the right place, or transition more smoothly?
  • “That’s your data. Not a worksheet, not a test.” (21:03)
• Picture size: For young children, larger images (2x2”) can be more successful but don’t overthink it; adjust as needed for what works. (21:35)

Symbol Selection is a Process, Not a One-Time Decision (22:45–25:00)

• Tara encourages flexibility and learning through observation — it’s normal to change symbols.
  • “Symbol selection is not really a one-time decision. It’s a process.” (23:40)
• In her course, Tara provides a step-by-step flowchart — “Because it’s not about perfection, it’s about clarity.” (24:10)
• The focus: “If the child doesn’t understand the symbol, the schedule cannot reduce anxiety, it cannot increase independence, it cannot ease transitions. But when the symbol clicks… you’ll see it. They’ll glance at it, they’ll carry it, they’ll anticipate it, they’ll transition with greater ease. That’s when you know.” (24:36)

Notable Quotes & Memorable Moments

• On common frustration:
  • “If a child doesn’t understand that a symbol represents an activity, the schedule won’t feel helpful. It will feel confusing.” (04:25)
• Symbol flexibility:
  • “It’s completely okay to mix symbols. The goal is not a Pinterest-worthy schedule. The goal is meaning.” (14:38)
• On objects as bridges:
  • “It doesn’t just represent an activity. It begins the activity. It reduces the gap between ‘what’s next’ and ‘what do I do.’” (18:10)
• Ultimate reflection:
  • “Is the symbol meaningful to the child? …Does it make sense to that child?” (25:05)

Action Steps & Reflection (25:00–end)

• Ask yourself: Is the symbol meaningful to the child?
  • Don’t focus on aesthetics or uniformity.
  • If the child isn’t connecting, make the symbol less abstract and observe changes.
• Key insight: Most children will do well with line drawings, but be ready to adapt for those who need more concrete symbols, even if it’s only one child at a time.
• Tara’s affirmation: “You’re doing important work. And the small supports you put into place matter. Keep leading with connection.” (25:42)

Timestamps for Important Segments

• Why Visual Schedules Might Not Be Working: 00:00–02:45
• The Continuum of Symbol Abstraction: 02:45–05:20
• Signs It’s Time to Change Symbols: 10:40–13:00
• Mixing Symbols Is Fine: 13:00–15:00
• Using Functional Objects: 15:00–19:30
• How to Choose/Adjust Symbol Type: 19:30–22:45
• Symbol Selection is a Process: 22:45–25:00
• Reflection and Closing Encouragement: 25:00–end

Final Thoughts

This episode is an uplifting and practical guide to troubleshooting and improving visual schedules for autistic children. Tara’s message: Form follows function — meaning matters most. By using the right level of symbol abstraction for each child, educators and caregivers can unlock the power of visual schedules as a tool for independence, predictability, and emotional safety.