How is priority scheduling taught to individuals with autism?

PostedDecember 29, 2025

UpdatedDecember 29, 2025

ByMy Patient Advice

Author: Lucia Alvarez, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Priority scheduling, deciding what to do first, sequencing tasks, and managing time, can be difficult for many autistic people because these skills rely heavily on executive functioning. According to the National Autistic Society, differences in planning, organisation, working memory, and cognitive flexibility can make it challenging to decide which tasks to start with or how to complete them in order.

Why prioritising tasks is challenging

Executive functioning differences play a central role. The Leicestershire NHS notes that many autistic individuals have difficulties with working memory and task sequencing, which can make multi-step activities or changing priorities overwhelming. Sensory demands, anxiety, or unexpected changes can add further pressure, reducing the ability to judge which task should take priority.

How priority scheduling is taught

According to NICE CG170, priority scheduling is best taught using structured, visual, and step-by-step approaches. Techniques commonly include:

Task analysis: Breaking a routine into smaller steps to make decision-making easier, supported by NHS and occupational therapy guidance.

Visual schedules and written lists: The NHS Borders explains that visuals reduce cognitive load by showing the order of tasks clearly.

Colour-coding and decision matrices: Tools that help show which tasks are urgent, important, or optional.

Step-based prompts and reminders: Written instructions or digital reminders that support time management and sequencing.

These methods provide predictability and reduce the mental effort needed to hold multiple pieces of information at once.

Therapeutic and educational approaches

Occupational therapists often teach prioritisation by practising skills through structured routines, using task cards, checklists, and visual timetables. Behavioural approaches, such as those used in structured teaching or ABA-informed interventions, may include modelling, guided practice, and positive reinforcement. The SPELL framework, endorsed by the National Autistic Society, emphasises structure, predictability, and clarity, key elements for priority scheduling.

A 2024 systematic review published in Autism Research found that executive functioning skills can improve with direct training, particularly when supports such as visuals and structured practice are used. A 2025 meta-analysis published on PubMed reported that certain interventions, including physical activity programmes, can enhance executive functioning components relevant to scheduling.

NHS and NICE guidance

NHS England recommends visual supports and reasonable adjustments, such as offering clear written information and structured planning aids, to reduce prioritisation demands during appointments or daily tasks. NICE guidance, including NG93 and CG170, reinforces the use of visual cues, simplified instructions, and collaborative planning with the autistic person.

Takeaway

Priority scheduling can be challenging for autistic people, but structured support, like visual schedules, task analysis, colour-coding, and clear step-by-step prompts, can make planning and organising demands more manageable. With consistent, evidence-based tools, many individuals can build confidence and independence in managing their daily routines.

Lucia Alvarez, MSc

Author

Lucia Alvarez is a clinical psychologist with a Master’s in Clinical Psychology and extensive experience providing evidence-based therapy and psychological assessment to children, adolescents, and adults. Skilled in CBT, DBT, and other therapeutic interventions, she has worked in hospital, community, and residential care settings. Her expertise includes grief counseling, anxiety management, and resilience-building, with a strong focus on creating safe, supportive environments to improve mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy.

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.