Sequencing

Putting the steps of a task in order, from first to last.

What Sequencing Means

Sequencing is knowing what comes first, next, and last. Most daily routines, like dressing, washing, and making a snack, have a set order. Pictures, checklists, and doing the last step first can help a child learn the order.

How It Supports Daily Activities

  • Putting on a shirt, then pants, then socks.
  • Washing hands: water, soap, scrub, rinse, dry.
  • Making a snack from start to finish.

Three Starter Activities

Pick one that fits your child today. Offer choices, adjust as you go, and stop whenever your child wants a break.

Activity 1: Handwashing Picture Order

Materials

  • Picture cards for each handwashing step
  • A sink
  • Soap and a towel

Simple steps

  1. Place the picture cards in a row on a table.
  2. Walk through the pictures once together.
  3. Go to the sink and follow the steps while looking at the cards.
  4. Let the child point to each step as they go.
  5. Mix up the cards another day and let the child put them in order.

Easier version

Use three cards, such as water, soap, and dry.

Harder version

Add scrub and rinse, or remove the cards and ask the child to tell the order.

Activity 2: Build-a-Sandwich Order

Materials

  • Bread, a spread, and a filling
  • A plate and a safe knife
  • Picture cards (optional)

Simple steps

  1. Talk about the steps, such as bread, spread, filling, top.
  2. Put the ingredients on the plate in order.
  3. Let the child do each step, with you helping only if they like.
  4. Eat the sandwich together.
  5. Mix up the order and discuss what happens.

Easier version

Use two steps, such as bread and filling.

Harder version

Add more steps, or let the child tell you the order.

Activity 3: Story Card Order

Materials

  • Three or four picture cards of a familiar routine, such as waking up, brushing teeth, eating breakfast
  • A table

Simple steps

  1. Mix up the picture cards.
  2. Ask the child to put them in order, or help them start.
  3. Talk through the story in order.
  4. Swap and let the child mix them for you.
  5. Try another routine on another day.

Easier version

Use two or three cards, and place the first one for the child.

Harder version

Use more cards, or include a routine that is new to the child.

Practice Respectfully

  • Offer choices, such as which activity, which materials, or what comes first.
  • Take breaks anytime, and let your child end an activity.
  • Offer only the help your child accepts, and step back if they would rather try alone.
  • Never require eye contact or touch. Sitting beside your child and sharing attention on the same object counts as taking part.
  • Supervise any activity with small parts, and choose materials that suit your child's age.

Observing Participation

A few short notes after each try can show what is working. Keep them factual and kind.

  • Step attempted: Which part of the activity did your child try or complete?
  • Assistance needed: Did they do it on their own, or with a picture, a spoken reminder, a demonstration, or hands-on help they accepted?
  • Child's response: Did they seem curious, comfortable, or in need of a break? What did they choose?

For this skill: Notice which steps the child remembers and which ones need a picture or a reminder.

Example note: "Tried the second step with a picture cue, took a break after two tries, asked to try again later."

Connect It to Dressing

T-Shirt Dressing Visual Sequence

The six-page illustrated PDF lists nine numbered steps for putting on a T-shirt and four for taking it off, which makes a clear sequencing practice.

See this skill at work in our free short-sleeve T-shirt guide, or find the picture sequence listed in Guides & Downloads. Purchased and member downloads are delivered through Payhip and the membership area, not from this page.

Related Skills

← Back to All Skills Back to Activities

Written by Chinaedu Okwumabua, an occupational therapy assistant with more than 20 years of experience supporting children with autism and developmental delays.

This information is for educational purposes and is not a substitute for an individualized occupational therapy evaluation, medical advice, diagnosis, or treatment. Every child is different, so choose activities that suit your child, and adjust or stop whenever needed.