🌈 Using Flashcards to Build Language, Matching, and Counting Skills in Early Autism Classrooms

Autism-Talk
Jul 9
5 min read

TL;DR Quick Summary

Flashcards support receptive ID, expressive labeling, matching, and quantity recognition.
Use structured trials (like DTT or 1:1 work) alongside naturalistic play to reinforce skills.
Matching objects to pictures builds symbolic understanding—a foundation for AAC and reading.
Matching associated items supports problem-solving and vocabulary.
Includes IEP objectives and ideas for play-based learning, small groups, or ABA settings.

Why Visual Supports Work for Early Autism Skills

Visual supports like flashcards are widely used in autism classrooms—and for good reason. Research consistently shows that children with autism often process visual information more easily than spoken language.

Visuals reduce cognitive load, support memory, and help children better understand and anticipate what’s expected (Hodgdon, 1995; Meadan et al., 2011).

When paired with repetition and hands-on activities, visual strategies can boost communication, independence, and early academic readiness—especially for students with limited expressive language or emerging receptive skills.

💬 Receptive Identification: “Give me the banana”

Structured Strategy:

Use 1:1 trials with two cards to start. Say, “Give me the banana,” and wait for the student to respond. Use prompts as needed and fade over time. Rotate card placement to avoid patterns.

Play Based

Feed the Animal Game

Materials: Flashcards + toy animal with an open mouth (puppet, bucket with face, tissue box, etc.

Instructions: Say, “The cow is hungry! Feed him a banana!”

IEP Objectives:

Select the correct picture when named, from a field of 2, with 80% accuracy
Respond to “Give me…” for 10 familiar objects
Identify 10 items by selecting the correct object or image

Recommended Resource:

✅ ABLLS-R Flashcards for Receptive ID – Q1, Q2 Goals

Real-photo, editable flashcards for functional, familiar items like food, clothing, and toys.

🗣️ Expressive Labeling: “What is this?”

Structured Strategy:

Present a flashcard and ask, “What is this?” Model and prompt as needed. Reinforce correct responses. Fade prompts over time.

Play-Based

Grocery Store or Picnic Play

Materials: Flashcards or toy/play food + shopping basket or picnic blanket

Instructions:

Set up a pretend grocery store or picnic. Hand the child an item or picture of an item and ask, “What are you buying?” or “What do you have at your picnic?”

If the child doesn't have this level of language, you can model it first and then ask, “What is it? ”Child: “Banana. ”You: “Yes! You are buying a banana at the store!”

Repeat with different items, encouraging the child to label each one.

IEP Objectives:

Label 15 familiar pictured objects using verbal, sign, or AAC
Independently name items in 4 out of 5 trials
Label 5 functional items during play routines

Recommended Resource:

✅ Editable ABLLS-R Flashcards for Labeling – Q1, Q2, R6Customize for expressive ID goals and use across home and school routines.

🧩 Matching Real Objects to Pictures

Structured Strategy:

Start with simple 1:1 matches. Lay out 2–3 photo cards and ask the student to place the real item on the matching image. Use familiar objects like spoon, cup, and toy animals.

Play-Based Option:

Match toy kitchen items to photo cards
Put animals “to bed” in houses labeled with matching photos
Place cards on a table and hide matching items in a sensory bin next to it for child to find and then match

IEP Objectives:

Match real items to photo cards with 80% accuracy
Place 10 familiar objects on their matching images
Match from a field of 3 in 4 of 5 trials

Recommended Resource:

✅ Real-Photo Flashcards – Ideal for Object-to-Picture Matching

Perfect for building symbolic understanding in AAC and early reading readiness.

🖼️ Matching Picture to Picture

Structured Strategy:

Use identical flashcards. Present 2–3 and give one match for the student to find. Expand to worksheets or file folders. Reinforce and track for generalization.

Play-Based Option:

Place cards around the room. Have students run to match their card to one on a chair or wall
Provide cut-and-paste match worksheets for art or fine motor time

IEP Objectives:

Match 15 identical images from a field of 3
Complete 5 picture matches independently
Complete a visual worksheet with <2 errors

Recommended Resource:

✅ Editable Matching Flashcards – R6, R7 GoalsUse for file folders, stations, or visual discrimination practice.

🔢 Understanding Quantity and Matching to Numerals

Structured Strategy:

Use number cards (1–10). Ask, “Can you put 4 blocks on the card?”

Use manipulatives and dot visuals. Reinforce correct matches. Aligns with ABLLS-R R8.

Play-Based Option:

Dig out gems or mini animals from a sensory bin to match the number on a card
Roll a die and count that many items onto a matching numeral

IEP Objectives:

Match quantities 1–10 to numerals
Count and place correct number of items for numbers 1–5
Match quantity visuals to numerals with 80% accuracy

Recommended Resource:

✅ Counting 1–10 Bundle – Aligned with ABLLS-R R8

Includes multiple formats to support generalization and structured teaching.

🧳 Matching Associated Items: Spoon and Bowl, Shoe and Sock

Structured Strategy:

Begin with 2–3 associated item pairs. Use error correction if needed. Gradually increase the number of pairs and fade prompts. Example: show a toothbrush card and ask, “Which one goes with this?”

Play-Based Option:

Play “Pack the Backpack.” Place one set of cards (e.g., pencil, bowl, sock) on the table and the associated pairs (e.g., paper, spoon, shoe) in a backpack. Each child pulls a card and matches it to the item it goes with.

IEP Objectives:

Match 10 associated items (e.g., toothbrush + toothpaste) with 80% accuracy
Match related items from a field of 3
Take turns in a small group matching associated items with minimal prompting

Recommended Resource:

✅ Associated Items Matching Cards – R7 Functional Language

Use for group games, functional vocabulary, and sorting centers.

🧩 Final Thoughts

Teaching foundational skills doesn’t have to be complicated—sometimes, all it takes is a good set of flashcards, a few familiar toys, and some creativity. Whether you're working 1:1, leading a small group, or supporting a child during play, these early skills—matching, labeling, counting, identifying—can be built gradually and meaningfully.

The best part?

Kids often love the repetition, the movement, and the sense of accomplishment they feel when things click. And whether you're a parent, teacher, or therapist, those little wins can add up to big progress over time. 🌟

If you’re looking for print-and-go tools that are aligned with ABLLS-R and easy to use in any setting, check out the resources listed above—or try one of the free downloads linked below.

Sources:

Hodgdon, L. A. (1995). Visual Strategies for Improving Communication. Quirk Roberts Publishing.
Meadan, H., Ostrosky, M., Triplett, B., Michna, A., & Fettig, A. (2011). Using visual supports with young children with autism spectrum disorder. TEACHING Exceptional Children, 43(6), 28–35.