ABA timer skills can support noticing when a chosen period starts or ends, checking remaining time, preparing for a transition, returning to a task, or contacting help. Select a sound, vibration, light, visual countdown, or human cue that the person can control and tolerate. Define what the alert means, what happens next, and what backup works when the device fails.

Name the timer's job

A timer may show cooking time, a break, travel departure, medication contact with a responsible adult, a preferred activity, or when to check a task. Avoid using one alert for many meanings. State the start event, end event, and next available choices.

Make the signal accessible

Compare volume, pitch, vibration, visual motion, text, color, voice, device placement, and advance warning. Let the person preview and change the alert. A startling or painful signal is a design failure, even if it produces a fast response.

Give the person control

Define who may set, pause, extend, dismiss, or reschedule the alert. Explain any real deadline or safety limit. Build in a request for more time, help, a different cue, or an updated plan.

Keep context and AAC visible

The CASP public summary supports individualized planning. The Ethics Code addresses client preferences, assent when applicable, risk, and evaluation. ASHA supports communication access. The TCO is examination content, not a universal timer protocol.

A practical example

Marcus chooses a vibration alert for six laundry checks. The device is charged and set correctly in 5/6. Marcus checks at the alert in 4/5 and requests a later reminder once. The dead battery stays in system data.

Questions families can use

What does the alert mean? Can the person perceive and control it? Is there a real deadline? Can they ask for more time or another cue? What backup works when the device fails?

Related resources

Sources

Finni resources

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