How are prioritising tasks taught to individuals with autism?
Many autistic people experience differences in executive functioning, such as planning, sequencing, working memory and cognitive flexibility. According to the NHS, these differences can make it harder to decide which tasks are most important, break activities into manageable steps or shift between tasks when needed. Guidance from NICE also notes that difficulties with organisation and sequencing can affect daily life, including routines, time management and independent living skills.
What makes prioritisation challenging?
Executive functioning supports decision-making, planning and adapting when circumstances change. The National Autistic Society explains that autistic people may find it harder to evaluate urgency, predict consequences or sequence tasks, especially when information is abstract or verbally delivered. A 2025 study published in Autism & Education found that predictable structure improves task performance for autistic learners, highlighting how clarity and reduced ambiguity support planning and prioritisation.
Evidence-based ways task prioritisation is taught
Authoritative sources from the NHS, NICE and the National Autistic Society outline several structured, explicit teaching methods that help autistic people learn to prioritise:
- Visual task hierarchies: Arranging tasks visually (e.g., cards, diagrams, or apps) helps compare importance and urgency.
- Colour-coded or ranked lists: Colour or number systems help clarify what needs to be done first.
- Step grading: Breaking large tasks into small, manageable actions reduces cognitive load and makes prioritising clearer.
- Sorting activities: Teaching people to group tasks by urgency, time required, or difficulty supports flexible decision-making.
- Supported decision-making: Providing guided choices, explanations and examples builds confidence in selecting priorities.
Visual systems also help externalise information, supporting working memory and reducing overwhelm.
A 2024 study published in Iranian Journal of Neurodevelopmental Disorders on Cognitive Enhancement Therapy reported improvements in planning, categorising and flexible problem-solving in autistic adults, suggesting that structured cognitive training may support more advanced prioritisation skills.
How routines and explicit instruction support learning
Consistent routines provide a predictable framework that makes prioritisation easier. The NHS notes that clear daily structures help reduce anxiety and allow autistic people to practise planning and sequencing. Educators and therapists often use:
- Checklists
- Visual timetables
- Timed reminders
- Clear step-by-step modelling
- Repetition and practice across settings
These methods help build independence gradually by reducing ambiguity.
Importance of personalisation
NICE emphasises that prioritisation strategies must be tailored to the individual’s strengths, sensory preferences and communication style. What works well for one autistic person may overwhelm or frustrate another. Effective support is collaborative, goal-focused and reviewed regularly.
Takeaway
Teaching task prioritisation in autism works best when information is visual, concrete and structured. With supports such as visual hierarchies, graded steps and predictable routines, autistic people can build confidence, independence and clarity in organising daily tasks.
