Recently, I realized the how important visual supports can be for individuals with autism of any age or ability. You see, over time, my severely autistic teenaged son acquired more and more language. He doesn’t have what we call functional language, but effectively uses scripts and can have 1-2 exchanges in simple conversations. His receptive language, however – what he is able to understand – has grown immensely. So, I started to believe that he didn’t need the visual supports as he became more able to function with verbal prompts instead.
Additionally, I started to feel that keeping visual aids in his life was patronizing. I didn’t want to treat him like a child as he started to push his own independence and show his growth. But I was mistaken. Not only was I interpreting the situation in alignment with normative teenage development, but after a few weeks of very intensive therapy for aggressive behaviors, it became so clear to me how much we could be supporting his anxiety. Of course, anxiety is a big reason for his aggression, but we were struggling to understand where all the anxiety was coming from.
Among other things, it became clear that visual supports are among those things we should have kept in place for him. After reintroducing cards, schedules, and timers, his ability to manage his anxiety improved more than I expected. Reintroducing those elements into his routine again has started to ease his distress, and along with verbal descriptions, gives him the best chance at a better daily experience. So, how should we be thinking about the role of visual supports and the best timing for using or not using them?
Why You Shouldn’t Pull Supports Too Quickly
Visual supports aren’t just crutches. For many autistic children and young adults, they are an essential part of how they process and understand the world. Even if language skills improve, your child’s brain might still rely on visuals to organize information and reduce anxiety. Removing them too soon can:
- Increase confusion and frustration
- Lead to skill regression
- Create stress and overwhelm
- Undermine your child’s confidence
This is what effectively happened with our own son.
Principles for Responsibly Fading Visual Supports
✅ Go Gradual, Not Abrupt
Instead of pulling visuals all at once, fade them systematically. For example, move from a highly detailed visual schedule to a simpler checklist, or from a physical schedule to a digital one they can manage themselves. Test how your child does with different versions of the schedule and revert back to prior versions when needed.
✅ Assess Consistency and Generalization
Only consider fading supports if your child shows consistent, independent use of the skill across multiple settings (like home, school, community) with minimal distress. Compare how your child does when they have access to a schedule and when they don’t (a few times) to see if they feel any changes in their stress levels
✅ Offer Control
Include your child in the process. Let them decide which visuals they still want, and empower them to manage supports themselves if they’re able. But what ever they choose, it’s best to be consistent with a given level of support for a while in order to phase through the process of losing a support, if and when they are ready.
✅ Watch for Red Flags
Be on the lookout for increased anxiety, avoidance behaviors, or skill backsliding. If these show up, reinstate visuals or pause the fading process. If your child can communicate, check in with them about how they are feeling with changes.
✅ Use Supports Flexibly
Visual supports can stay available in the background, even if your child doesn’t need them constantly. Think of them like a backup plan or safety net — not something to eliminate altogether.
Remember
Visual supports are not a sign of weakness or dependence. They are a bridge to independence, and sometimes autistic kids (and adults!) continue to benefit from them throughout their lives. Respect your child’s unique processing needs and make fading decisions thoughtfully, in partnership with them whenever possible.
Parenting Through ASD 