How does using real objects on a first/then schedule help a kindergarten student with ASD?

Using real objects on a first/then schedule is particularly beneficial for a kindergarten student with Autism Spectrum Disorder (ASD) as it provides visual cues to increase predictability of the activity sequence. Visual supports are crucial for students with ASD because they often thrive in structured environments where they can clearly see what is expected of them. The first/then system visually outlines the sequence of activities, making transitions easier and reducing anxiety about what comes next. This predictability helps to reinforce understanding of routines, encouraging the student to participate in the predictable sequence of tasks, thereby improving their engagement and compliance.

The other options, while they touch on important aspects of education for students with ASD, do not specifically address the immediate benefits of real objects in the context of a first/then schedule. Promoting functional living skills, embedding motor goals, and offering vocabulary generalization are all relevant educational strategies but do not directly illustrate the value of providing clear visual cues to enhance predictability in activities, which is the primary advantage of using real objects in this scheduling method.