Tips for developing and using cueing systems, with time and persistence, will come progress.

• Use visual representations comparable to the student’s comprehension level. A speech-language pathologist can work with you to determine the most appropriate cueing systems. Visual representations range from using objects (most concrete) to using words (most symbolic).
• As well as the complexity of the actual visual cue, remember to consider the amount the student can visually process such as the number of events or activities on a schedule and the frequency of reward or break activities necessary in the schedule in order to engage the student.
• If in doubt, keep it simple. Often, students use visual supports when they are stressed or anxious, so complex information can be too difficult to process at such times meaning visual supports may not be utilised by the student in their time of need.
• Do not presume the visual cue or support is not needed. Stress, changes to routines and tiredness are all examples of factors that may influence a student’s independence, comprehension and need for visual prompts or cues.
• Consider who will use the visual tool. Is this a tool for the whole class, one student or a tool that helps adults quickly determine what is required of the student or class?
• Consider the durability and portability of the visual cuing system. What is the tool made of; can it be taken or moved to where it is most needed; will it sustain multiple uses if needed; does it require power; is the student competent at using the device etc?
• Be creative. Options for visual cueing systems and representations are endless and the most innovative designs often tap into a student’s special interests, fascinations or strengths. Students who are actively involved in capturing, creating and editing visual cueing systems are more likely to understand, value, and remember the information they show.
• Avoid over cluttering visual cueing systems with unnecessary information. Remember difficulties arise when students are not able to screen out unnecessary information or determine what the most important message is.
• Teach students to use visual cueing systems. Do not presume they know what to do. Reward them for going back to their schedules, teach them how to cross off or place in the finished box completed tasks, teach them that change can be good (start with swapping non-preferred task with preferred task).
• Remember that a visual tool alone will not teach new skills, but can be used in conjunction with a range of strategies and consideration of the learning environment to teach the next step and/or develop independence.