{"id":770808,"date":"2026-09-10T19:37:30","date_gmt":"2026-09-10T17:37:30","guid":{"rendered":"https:\/\/www.dynseo.com\/sequenceur-dhistoire-en-images-pour-quels-profils-et-comment-ladapter-a-chacun-2\/"},"modified":"2026-09-10T19:40:14","modified_gmt":"2026-09-10T17:40:14","slug":"image-story-sequencer-for-which-profiles-and-how-to-adapt-it-to-each","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/image-story-sequencer-for-which-profiles-and-how-to-adapt-it-to-each\/","title":{"rendered":"Image Story Sequencer: For Which Profiles and How to Adapt It to Each"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; 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script generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n--><\/p>\n<div class=\"dyn-article\">\n<header class=\"dyn-pagehead dyn-pagehead--bleu\">\n  <span class=\"dyn-pagehead__cat\">Families &amp; caregivers \u00b7 Oral language<\/span><\/p>\n<h1>Image story sequencer: for which profiles and how to adapt it to each<\/h1>\n<pee class=\"dyn-pagehead__lead\">The same set of illustrated cards, placed on a table, can serve a four-year-old child learning to tell stories, a dyspraxic teenager preparing a recipe, an adult relearning to speak after a stroke, and an elderly person trying to organize the flow of their day. This is the strength of the <strong>image story sequencer<\/strong>, a tool that speaks to profiles of autism, ADHD, and DYS disorders as well as many others: it does not work on an isolated skill, but on the ability to organize the world \u2014 in time, in language, in action.<\/pee>\n<ul class=\"dyn-pagehead__meta\">\n<li>\u23f1\ufe0f 17 min read<\/li>\n<li>\ud83d\udc65 For families and caregivers<\/li>\n<li>\ud83d\udd04 Updated in September 2026<\/li>\n<\/ul>\n<\/header>\n<aside class=\"dyn-hero dyn-hero--pastel dyn-dom--langage\" aria-label=\"Resource presented in this article\">\n<div class=\"dyn-pastel\">\n<div class=\"dyn-pastel__icone\" aria-hidden=\"true\">\ud83d\udcac<\/div>\n<div class=\"dyn-pastel__corps\">\n      <span class=\"dyn-pastel__domaine\">Language &amp; communication<\/span><br \/>\n      <span class=\"dyn-hero__eyebrow\">The tool discussed in this article<\/span>\n      <pee class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/story-sequencer-in-images\/\">Image story sequencer<\/a><\/pee>\n      <pee class=\"dyn-hero__pitch\">Free, printable, and downloadable tool, no account creation required.<\/pee>\n<ul class=\"dyn-badges\">\n<li>\ud83c\udd93 Free<\/li>\n<li>\ud83d\udda8\ufe0f Printable<\/li>\n<li>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Families &amp; professionals<\/li>\n<\/ul>\n<div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/story-sequencer-in-images\/\">Download the tool<\/a><br \/>\n        <a class=\"dyn-btn dyn-btn--ghost\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">See all tools<\/a>\n      <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/aside>\n<pee>It still needs to be adapted. The same starting tool is not handled in the same way depending on whether you are supporting a child who avoids eye contact, a child who cannot sit still, or an adult fatigued by their rehabilitation. This article reviews the main profiles that benefit from the sequencer, detailing for each the specific interest of the tool, the concrete adaptations to implement, and the points of caution not to miss. The goal: for you to know, when closing the page, how to adjust the tool to the person you are supporting.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<section class=\"dyn-tldr\">\n<h2>The essentials in 30 seconds<\/h2>\n<pee>The image story sequencer is a tool for <strong>oral language and temporal logic<\/strong>: it organizes cards illustrating the steps of a scene, then tells the story. Its versatility makes it a valuable tool for many profiles, provided it is adapted.<\/pee>\n<ul>\n<li><strong>Autism (ASD)<\/strong> \u2014 reassuring visual support that makes time predictable; we reduce the number of steps and anchor in everyday scenes.<\/li>\n<li><strong>ADHD<\/strong> \u2014 channels attention through a short, manipulable task; we limit distractions and celebrate each success.<\/li>\n<li><strong>Dys<\/strong> \u2014 works on storytelling without going through writing; we pay attention to contrast and allow processing time.<\/li>\n<li><strong>Adult in rehabilitation, senior, non-verbal person<\/strong> \u2014 support for evocation and communication; we start from the person&#8217;s story, not from a school instruction.<\/li>\n<li><strong>Common rule<\/strong> \u2014 a tool never replaces follow-up: in case of marked difficulty, we refer to a speech therapist, doctor, or psychologist.<\/li>\n<\/ul>\n<\/section>\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <pee>The profiles reviewed<\/pee>\n<ol>\n<li><a href=\"#dyn-support\">The same tool, very different uses<\/a><\/li>\n<li><a href=\"#dyn-tsa\">Child with autism spectrum disorder<\/a><\/li>\n<li><a href=\"#dyn-tdah\">Child with ADHD<\/a><\/li>\n<li><a href=\"#dyn-dys\">Child with DYS (dyslexia, dysphasia, dyspraxia)<\/a><\/li>\n<li><a href=\"#dyn-t21\">Child with Down syndrome<\/a><\/li>\n<li><a href=\"#dyn-ado\">Teenager<\/a><\/li>\n<li><a href=\"#dyn-adulte\">Adult in rehabilitation (post-stroke, traumatic brain injury)<\/a><\/li>\n<li><a href=\"#dyn-senior\">Senior with cognitive disorders<\/a><\/li>\n<li><a href=\"#dyn-nonverbal\">Non-verbal or minimally verbal person<\/a><\/li>\n<li><a href=\"#dyn-contextes\">Adapt according to the context: office, classroom, home, facility<\/a><\/li>\n<li><a href=\"#dyn-tableau\">Table: profile, adaptation, point of caution<\/a><\/li>\n<li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n<\/ol>\n<\/nav>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SUPPORT \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-support\">Image story sequencer and autism, ADHD, DYS disorders profiles: one support, different uses<\/h2>\n<pee>In practice, an image story sequencer consists of a series of illustrated cards, each showing a step of the same scene. Take the scene &#8220;planting a seed&#8221;: the first card shows a hand placing the seed in the soil, the second the watering can pouring water, the third a small green sprout, the fourth a blooming flower. Mixed together, these cards make no sense. Put back in order, they tell a story \u2014 a beginning, a middle, an end.<\/pee>\n<pee>This seemingly simple gesture actually mobilizes several skills at the same time: temporal logic (understanding before and after, cause and consequence), oral language (naming, describing, linking images with connectors like &#8220;first&#8221;, &#8220;then&#8221;, &#8220;finally&#8221;), visual attention, and working memory. It is precisely because it touches on these fundamentals that it transcends ages and profiles. Where a highly specialized support would only suit one audience, the sequencer lends itself to countless adjustments.<\/pee>\n<pee>The principle of the following sections is always the same. For each profile, we ask: what does this tool bring that is specific to this person? What concrete adaptations need to be made for it to be accessible and useful? And what is the point of caution to keep in mind to avoid putting the person in difficulty? Nothing that follows replaces the evaluation of a professional: these are usage guidelines, not a rehabilitation protocol.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 TSA \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-tsa\">Child with autism spectrum disorder (ASD)<\/h2>\n<pee>For many children with ASD, the visual support is not an additional comfort: it is the preferred entry channel. Where speech passes quickly and leaves little trace, the image remains in view, available, re-examinable. The sequencer meets another frequent need: making time predictable. A scene broken down into visible steps transforms an abstract process into a series of concrete images, which often alleviates anxiety related to uncertainty.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Reduce the number of steps at the start.<\/strong> Begin with three cards, not six. Add steps once the short sequence is perfectly mastered.<\/li>\n<li><strong>Anchor in real daily scenes of the child.<\/strong> Washing hands, putting on a coat, preparing a snack: the routines they experience every day speak much more than an imaginary story.<\/li>\n<li><strong>Let the child manipulate at their own pace.<\/strong> Do not place your hand on their cards. Name what you see without demanding an immediate verbal response.<\/li>\n<li><strong>Associate each card with a stable reference word.<\/strong> Always use the same word for the same image: the consistency of vocabulary reassures and helps with generalization.<\/li>\n<\/ol>\n<pee><strong>Point of caution:<\/strong> avoid sensory overload. Overly busy, colorful, or detailed illustrations can disrupt attention rather than support it. Favor clean images, a neutral background, and a calm working environment. <strong>\u274c To avoid:<\/strong> chaining several sequences in the same session &#8220;since it works,&#8221; and correcting an order error with a &#8220;no, that&#8217;s wrong&#8221; rather than with a &#8220;let&#8217;s look together at what comes first.&#8221;<\/pee>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 A digital relay for communication<\/strong>\n  <pee>When the child struggles to access the vocabulary of the scene, the application <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a> can complement the paper support: designed for autism, aphasia, and non-verbal profiles, it offers pictograms and communication aids that naturally extend the sequencing work.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ADHD \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-tdah\">Child with ADHD<\/h2>\n<pee>For the child with attention deficit disorder with or without hyperactivity, the difficulty is not in understanding the sequence, but in staying focused long enough to complete it. The picture story sequencer has a valuable advantage here: it is a short, concrete, and manipulable task, with a visible goal and a clearly identifiable end. You know when it&#8217;s finished \u2014 the story is complete \u2014 which provides a framework for attention that struggles to settle on its own.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Clear the workspace.<\/strong> Only one sequence on the table, nothing else. Unused cards remain out of sight, in a closed folder.<\/li>\n<li><strong>Set a visible and brief goal.<\/strong> \u201cWe will arrange these four images in order, and then we are done.\u201d A clear goal is better than an open instruction.<\/li>\n<li><strong>Value each step taken.<\/strong> A sign of encouragement for each correct card maintains momentum better than a global compliment at the very end.<\/li>\n<li><strong>Allow movement.<\/strong> The child can stand up, manipulate while standing, place the cards on the floor. What matters is the task completed, not the posture.<\/li>\n<\/ol>\n<pee><strong>Point of vigilance:<\/strong> do not prolong the exercise beyond the available attention window. Two successful sequences are better than a long session that ends in frustration. Identify the moment when attention wanes and stop before the tipping point. <strong>\u274c To avoid:<\/strong> multiplying verbal instructions while they manipulate, and turning mistakes into reproaches \u2014 the child with ADHD is often already overexposed to negative remarks.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 DYS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-dys\">Dys child (dyslexia, dysphasia, dyspraxia)<\/h2>\n<pee>Under the term \u201cdys\u201d are grouped very different disorders, but they share a useful common point here: the sequencer allows working on narrative and thought structuring <em>without resorting to writing<\/em>. For a dyslexic child whom reading exhausts, for a dysphasic child whose oral language is fragile, for a dyspraxic child for whom graphic gesture is a failure, telling a story from images bypasses the obstacle and allows narrative competence to express itself.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Ensure contrast and readability.<\/strong> Clear, well-cut images on a light background: a difficult-to-perceive support adds unnecessary burden.<\/li>\n<li><strong>Allow processing time.<\/strong> Count a few seconds of silence after your question. The right word or order often comes in this interval, if it is not filled in its place.<\/li>\n<li><strong>Distinguish what you are working on.<\/strong> One day the logical order, another day the richness of the narrative. Do not accumulate all requirements in the same instruction.<\/li>\n<li><strong>For the dyspraxic profile, lighten the manipulation.<\/strong> Large cards that are easy to grasp, or a digital version where the image is moved with a swipe, prevent gesture coordination from interfering with the cognitive task.<\/li>\n<\/ol>\n<pee><strong>Point of vigilance:<\/strong> do not confuse the difficulty of the task with the difficulty of the disorder. If a child fails, first ask yourself if the obstacle comes from the support (too many steps, ambiguous images) before concluding anything about their abilities. The diagnosis and monitoring of dys disorders fall under the speech therapist and the multidisciplinary team, never from the support alone. <strong>\u274c To avoid:<\/strong> asking to read a text associated with the images, which reintroduces exactly the obstacle that was sought to be bypassed.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 DOWN SYNDROME 21 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-t21\">Child with Down syndrome<\/h2>\n<pee>For the child with Down syndrome, visual memory is often a strong support point, while oral language and auditory working memory may require more support. The picture story sequencer precisely plays on this visual strength: it shows what, when said orally, might be lost. It also supports the learning of daily routines, a major challenge towards autonomy.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Advance in very small steps.<\/strong> Consolidate a sequence of three cards for a long time before adding a fourth. Spaced repetition helps to anchor it durably.<\/li>\n<li><strong>Link the sequence to a real gesture.<\/strong> After putting the images of handwashing in order, go do it together at the sink: the transition from image to action reinforces both.<\/li>\n<li><strong>Name slowly and articulate.<\/strong> Provide a clear verbal model for each card, without forcing repetition, allowing the child to take the words at their own pace.<\/li>\n<li><strong>Celebrate success explicitly.<\/strong> A child who associates the activity with a pleasant moment will willingly return to it, and it is regularity that leads to progress.<\/li>\n<\/ol>\n<pee><strong>Point of vigilance:<\/strong> respect the child&#8217;s own learning pace without comparing it to an age norm. Developmental milestones vary greatly; the speech therapist and the doctor following the child remain the contacts to assess progress. <strong>\u274c To avoid:<\/strong> speeding up because &#8220;they succeeded once,&#8221; at the risk of undermining a still recent achievement.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>The picture story sequencer, free and ready to print<\/h3>\n<pee>Download the DYNSEO support, print it, and adapt it to each profile starting today. Accessible online, without account creation, completely free.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/story-sequencer-in-images\/\">Discover the picture story sequencer<\/a>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ADOLESCENT \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-ado\">Teenager<\/h2>\n<pee>After a certain age, the main risk with the picture story sequencer is no longer cognitive: it is relational. A teenager \u2014 whether they have a learning disorder, a neurodevelopmental disorder, or are in rehabilitation after an accident \u2014 rightly refuses anything that resembles an exercise &#8220;for little ones.&#8221; However, the tool still retains its value: structuring a narrative, organizing steps, preparing for a speech. It just needs to change its presentation and stakes.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Choose age-appropriate content.<\/strong> Steps of a recipe, assembling furniture, unfolding a match, tutorial: sequences rooted in their real interests.<\/li>\n<li><strong>Give them an active role.<\/strong> Suggest they create their own sequence, photograph it, make it a guessing game. Creating is better than enduring.<\/li>\n<li><strong>Link the task to a concrete goal.<\/strong> &#8220;We&#8217;re preparing how you&#8217;re going to explain this orally&#8221; gives meaning where &#8220;we&#8217;re doing an exercise&#8221; feels forced.<\/li>\n<li><strong>Respect their need for autonomy.<\/strong> Step back, let them make mistakes and correct themselves: teenagers do not handle being guided step by step well.<\/li>\n<\/ol>\n<pee><strong>Point of vigilance:<\/strong> refusal to cooperate often masks a fear of failure or fatigue from being evaluated. A teenager who withdraws, isolates, or expresses lasting distress requires appropriate support: the doctor or psychologist are there for that. <strong>\u274c To avoid:<\/strong> using materials clearly intended for young children, and commenting on every action as if it were a lesson.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ADULT REHABILITATION \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-adulte\">Adult in rehabilitation (post-Stroke, head trauma)<\/h2>\n<pee>After a stroke or head trauma, the sequence of an action that was once automatic can become disorganized. Making coffee, getting dressed in the right order, recounting what happened: these are all sequences of steps that the injury can weaken. The sequencer then becomes a support for language rehabilitation and sequential logic, but also a support for aphasia, when the word does not come and the image helps to find it.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Start with useful and adult scenes.<\/strong> Everyday gestures, tasks, activities that the person wants to regain: meaning supports engagement much better than an abstract exercise.<\/li>\n<li><strong>Adapt to the visual field and fatigue.<\/strong> In case of spatial neglect, place the cards on the perceived side; break up the session, as post-injury fatigue is real and not a lack of will.<\/li>\n<li><strong>Accept the other channel.<\/strong> If the word does not come, let the person show, mime, or describe in another way. The goal is to communicate, not to be exact on the first try.<\/li>\n<li><strong>Work in connection with the speech therapist.<\/strong> The support extends rehabilitation at home; it does not replace it and does not set any goals in place of the professional.<\/li>\n<\/ol>\n<pee><strong>Point of vigilance:<\/strong> do not turn every moment into a work session. The adult in rehabilitation also needs time for ordinary relationships. <strong>\u274c To avoid:<\/strong> finishing their sentences for them and chaining word proposals, which interrupts the ongoing search and adds frustration.<\/pee>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Extend stimulation with an application<\/strong>\n  <pee>To finely adjust the level of difficulty and vary cognitive exercises between two sessions, the application <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a>, designed for adults and rehabilitation situations after a stroke, is a useful complement to paper support.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SENIOR \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-senior\">Senior with cognitive disorders<\/h2>\n<pee>In an elderly person with cognitive disorders, the story sequencer in images does not aim for new learning, but for maintaining preserved abilities and the connection. Rearranging the steps of a known scene engages logic, memory, and language, while providing a conversation support. Well chosen, the exercise can also open up memories: a scene of gardening, cooking, or work can sometimes awaken a whole personal story.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Choose familiar scenes from their generation.<\/strong> Situations they have experienced mobilize old memory, often better preserved than recent memory.<\/li>\n<li><strong>Stay within a difficulty that ensures success.<\/strong> The goal is not to test, but to create a pleasant and rewarding moment. We adjust to make it work.<\/li>\n<li><strong>Open up to exchange.<\/strong> \u201cDoes that remind you of something?\u201d transforms the exercise into conversation and extends the relational benefit.<\/li>\n<li><strong>Adapt to sight and grasp.<\/strong> Large cards, good contrast, sufficient lighting: we remove sensory obstacles before discussing cognitive difficulty.<\/li>\n<\/ol>\n<pee><strong>Point of vigilance:<\/strong> never put the person in a situation of repeated failure, which hurts and discourages. A worsening of disorders, new disorientation, or a change in behavior should be reported to the attending physician. <strong>\u274c To avoid:<\/strong> correcting harshly, insisting when the person is tired, or presenting the activity as a memory test \u2014 which generates anxiety and refusal.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 NON VERBAL \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-nonverbal\">Non-verbal or minimally verbal person<\/h2>\n<pee>For a non-verbal person or someone whose oral language is very limited \u2014 regardless of their age or the origin of their situation \u2014 the image story sequencer changes function: it becomes a full-fledged communication support. The image is no longer a trigger for speech, it is the message. Pointing, designating, ordering cards allows for expressing a need, understanding a process, anticipating what will happen \u2014 all forms of communication that do not rely on words.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Value every form of designation.<\/strong> A look, a point, a hand placed on the right card: every intentional gesture is a form of speech to welcome.<\/li>\n<li><strong>Use images to prepare and reassure.<\/strong> Showing the upcoming steps of care or an activity makes the process predictable and reduces anxiety.<\/li>\n<li><strong>Stay consistent with other supports.<\/strong> If the person is already using pictograms or a communication binder, harmonize the visual vocabulary to avoid confusing them.<\/li>\n<li><strong>Do not presume understanding.<\/strong> The absence of speech is not the absence of thought: address the person with the same respect as anyone else.<\/li>\n<\/ol>\n<pee><strong>Point of caution:<\/strong> the implementation of an alternative communication system requires specialized support, usually speech therapy. The sequencer can be integrated, but the assessment of communication needs belongs to the professional. <strong>\u274c To avoid:<\/strong> speaking about the person in the third person in front of them, and systematically interpreting on their behalf without giving them time to designate.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CONTEXTS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-contextes\">Adapt the support according to the context: office, classroom, home, establishment<\/h2>\n<pee>The profile of the person is not the only variable. The place where the image story sequencer is used modifies its use, objectives, and constraints. The same set of cards is not handled in the same way in the quiet setting of a speech therapy office and in the midst of a classroom of twenty-five students.<\/pee>\n<div class=\"dyn-cards\">\n<div class=\"dyn-card\">\n<h3>In a speech therapy or rehabilitation office<\/h3>\n<pee>The professional relies on the support for a specific rehabilitation objective: temporal logic, lexical evocation, structuring the narrative, working on aphasia. The individual setting allows for fine adjustment of difficulty and attentive observation. The sequencer often serves as a starting point for other language activities.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n<h3>In class or in an adapted setting<\/h3>\n<pee>The teacher or AESH seeks to work on language and chronology, sometimes in small groups. The challenge is to differentiate: offering three cards to one, six to another, from the same support. The printable format allows for multiplying copies and creating independent workshops.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n<h3>At home, with family<\/h3>\n<pee>The parent extends, without replacing the professional, what has been worked on elsewhere. The major advantage of home is the connection to real life: we reorder the scene, then we go live it. The golden rule: keep the activity brief, regular, and enjoyable, never school-like or under pressure.<\/pee>\n  <\/div>\n<div class=\"dyn-card\">\n<h3>In an establishment (Nursing home, IME, group home)<\/h3>\n<pee>The facilitator or caregiver uses the support individually or in small groups to maintain abilities, structure a moment, and support social connection. Care is taken to choose scenes appropriate to the age and background of the individuals, and to value participation more than performance.<\/pee>\n  <\/div>\n<\/div>\n<pee>In all cases, the printable and free support facilitates these adaptations: we print as many copies as necessary, we laminate for durability, we cut versions with three, four, or six cards according to needs. This flexibility is what allows the same tool to traverse such different contexts. To broaden the range, the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">complete DYNSEO tools catalog<\/a> offers other complementary oral language supports, and the <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">tests<\/a> help to identify needs before choosing.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 TABLEAU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-tableau\">Summary table: profile, adaptation, point of vigilance<\/h2>\n<pee>To keep in mind when preparing a session: for each profile, the priority adaptation and the point to remain attentive to.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Profile<\/th>\n<th>Priority adaptation<\/th>\n<th>Point of vigilance<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Child with ASD<\/td>\n<td>Few steps, everyday scenes, stable reference word<\/td>\n<td>Avoid sensory overload from images<\/td>\n<\/tr>\n<tr>\n<td>Child with ADHD<\/td>\n<td>Short task, clean space, visible objective<\/td>\n<td>Do not exceed the attention span<\/td>\n<\/tr>\n<tr>\n<td>Child with DYS disorders<\/td>\n<td>Story without writing, careful contrast, processing time<\/td>\n<td>Do not reintroduce reading<\/td>\n<\/tr>\n<tr>\n<td>Down syndrome<\/td>\n<td>Small steps, link to a real gesture, repetition<\/td>\n<td>Respect the pace, do not accelerate<\/td>\n<\/tr>\n<tr>\n<td>Teenager<\/td>\n<td>Age-appropriate content, active role, concrete objective<\/td>\n<td>Refusal = fear of failure, guide if suffering<\/td>\n<\/tr>\n<tr>\n<td>Adult in rehabilitation<\/td>\n<td>Useful scenes, manage fatigue and visual field<\/td>\n<td>Work with the speech therapist, do not finish their sentences<\/td>\n<\/tr>\n<tr>\n<td>Elderly people with cognitive disorders<\/td>\n<td>Familiar scenes, success-oriented, openness to memory<\/td>\n<td>Never repeated failure, report any deterioration<\/td>\n<\/tr>\n<tr>\n<td>Non-verbal person<\/td>\n<td>Communication support, value any designation<\/td>\n<td>Alternative system = a matter for professionals<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 The principle that applies to all profiles<\/strong>\n  <pee>Before adjusting anything, ask a simple question: <em>what do I want this person to experience?<\/em> A success, a moment of exchange, a concrete progress. The adjustment of the support stems from this intention, never the other way around. A sequencer that is too difficult and leads to failure undermines its objective, no matter how well designed it is.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2>To go further<\/h2>\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Getting started<\/span>Image story sequencer: what it is for and how to use it in daily life<\/a><br \/>\n  <a href=\"#\"><span>Step by step<\/span>User guide to get started with the sequencer, step by step<\/a><br \/>\n  <a href=\"#\"><span>Activity ideas<\/span>12 variations and activities to never tire with the sequencer<\/a><br \/>\n  <a href=\"#\"><span>Progress tracking<\/span>Measure progress and combine the sequencer with other supports<\/a>\n<\/div>\n<pee>In the same category of \u201coral language,\u201d other free supports combine well with the sequencer: the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\">picture book of complex sounds<\/a>, the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/vocabulary-evocation-cards\/\">lexical evocation cards<\/a>, and the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/loto-of-semantic-categories\/\">semantic categories bingo<\/a> enrich the vocabulary work mobilized during the story.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-faq\">Frequently asked questions<\/h2>\n<div class=\"dyn-faq\">\n<h3>At what age can a picture story sequencer be used?<\/h3>\n<pee>There is no fixed age, as it depends more on the development and profile of the person than on their year of birth. It generally starts with very short sequences of two to three images as soon as the child shows interest in images and everyday scenes. The support is then used until adulthood and in elderly people, with content adapted to each stage. The rule is to choose a difficulty that ensures success, regardless of age: it is success that motivates continued engagement.<\/pee>\n<h3>Is the sequencer suitable for a child who is both autistic and has ADHD?<\/h3>\n<pee>Yes, and it is actually a common case, as both profiles often coexist. We then combine the adaptations: few steps and clean images for the autistic aspect, clear workspace and short task with visible objective for the attention aspect. We observe what bothers the child the most at the moment and adjust primarily in that direction. Each child is unique, so the speech therapist or professional following them is best placed to refine these adjustments and ensure that the support is well adapted to their actual needs.<\/pee>\n<h3>Should we correct the child when they make a mistake in the order of the images?<\/h3>\n<pee>Not directly. A \u201cthat&#8217;s wrong\u201d discourages without helping to understand. It is better to read the story together out loud: by recounting the sequence as it is laid out, the inconsistency appears by itself and the child often corrects themselves. You can also ask an open question: \u201cWhat happens first, according to you?\u201d. The goal is for the child to build the logic, not to apply a dictated correct answer. This supportive stance preserves the desire to try again, which is the true driver of long-term progress.<\/pee>\n<h3>Can this support replace speech therapy?<\/h3>\n<pee>No, and it does not claim to. The image story sequencer is a support for stimulation and training, useful as a complement to follow-up but never in its place. It does not allow for a diagnosis or conduct rehabilitation, which are the responsibilities of a health professional. If you observe language, attention, or organizational difficulties in a child or adult that concern you, talk to a doctor, who can refer to a speech therapist or the relevant specialist. The support is a daily tool, not a care device.<\/pee>\n<h3>How to adapt the sequencer for a non-verbal person?<\/h3>\n<pee>We change its objective: the image becomes a means of communication and not a trigger for speech. We value any form of designation \u2014 gaze, pointing, hand on the card \u2014 as a form of expression. We use the sequences to make events predictable and reassure, for example by showing the steps of a care before carrying it out. If the person already has pictograms or an alternative communication support, we ensure to remain consistent with this visual vocabulary. The implementation of such a system remains the responsibility of the speech therapist and the team supporting the person.<\/pee>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <pee>This article provides general usage guidelines. It does not replace a diagnosis, medical advice, or specialized care. Each person and each disorder being different, please consult the professional who follows the child or adult concerned for anything related to diagnosis, prognosis, and rehabilitation.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA FINAL \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>A support for all profiles<\/h3>\n<pee>From autism profile to ADHD, from DYS children to adults in rehabilitation, the image story sequencer adapts to everyone. Download it for free, print it, and adjust it to the person you are supporting.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/story-sequencer-in-images\/\">Access the image story sequencer<\/a>\n<\/div>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.16&#8243;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243;][et_pb_code _builder_version=&#8221;4.16&#8243;]<\/p>\n<section class=\"dynen dynen-inarticle\" data-dynen=\"inarticle\"><pee class=\"dynen-h\">In this article<\/pee><pee class=\"dynen-sub\">The resources cited<\/pee>\n<div class=\"dynen-grid dynen-grid--ico\"><a class=\"dynen-ico dynen-dom--logique\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/story-sequencer-in-images\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/sequenceur-dhistoire-en-images.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Image story sequencer<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--langage\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/imagier-des-sons-complexes.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Complex sound picture book<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--langage\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/vocabulary-evocation-cards\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/cartes-devocation-lexicale.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Lexical evocation cards<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--logique\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/loto-of-semantic-categories\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/loto-des-categories-semantiques.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Semantic categories bingo<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><\/div>\n<pee class=\"dynen-sub\">Printable notebooks \u2014 EDITH Collection<\/pee>\n<div class=\"dynen-covers\"><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_01_berlin-von-frueher_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Berlin from the past<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_02_der-schwarzwald_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Black Forest<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_03_die-nord-und-ostseekueste_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The North and Baltic Sea Coast<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_04_die-alpen_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Alps<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_06_die-50er-und-60er-jahre_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The 50s and 60s<\/span><\/a><a class=\"dynen-cover dynen-cover--more\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><span>See the EDITH collection \u2192<\/span><\/a><\/div>\n<\/section>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":412655,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n\n.dbi-art-51619ddb 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class=\"dbi-art-51619ddb\"><!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 GABARIT ARTICLE SEO\/GEO  \u00b7  v1.0\nNe pas modifier les noms de classes : le script generer-articles.py\net tous les articles d\u00e9j\u00e0 publi\u00e9s en d\u00e9pendent.\n\nLe script generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n--><div class=\"dyn-article\"><header class=\"dyn-pagehead dyn-pagehead--bleu\">\n  <span class=\"dyn-pagehead__cat\">Families &amp; caregivers \u00b7 Oral language<\/span>\n  <h1>Image story sequencer: for which profiles and how to adapt it to each<\/h1>\n  <p class=\"dyn-pagehead__lead\">The same set of illustrated cards, placed on a table, can serve a four-year-old child learning to tell stories, a dyspraxic teenager preparing a recipe, an adult relearning to speak after a stroke, and an elderly person trying to organize the flow of their day. This is the strength of the <strong>image story sequencer<\/strong>, a tool that speaks to profiles of autism, ADHD, and DYS disorders as well as many others: it does not work on an isolated skill, but on the ability to organize the world \u2014 in time, in language, in action.<\/p>\n  <ul class=\"dyn-pagehead__meta\">\n    <li>\u23f1\ufe0f 17 min read<\/li>\n    <li>\ud83d\udc65 For families and caregivers<\/li>\n    <li>\ud83d\udd04 Updated in September 2026<\/li>\n  <\/ul>\n<\/header>\n\n<aside class=\"dyn-hero dyn-hero--pastel dyn-dom--langage\" aria-label=\"Resource presented in this article\">\n  <div class=\"dyn-pastel\">\n    <div class=\"dyn-pastel__icone\" aria-hidden=\"true\">\ud83d\udcac<\/div>\n    <div class=\"dyn-pastel__corps\">\n      <span class=\"dyn-pastel__domaine\">Language &amp; communication<\/span>\n      <span class=\"dyn-hero__eyebrow\">The tool discussed in this article<\/span>\n      <p class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/story-sequencer-in-images\/\">Image story sequencer<\/a><\/p>\n      <p class=\"dyn-hero__pitch\">Free, printable, and downloadable tool, no account creation required.<\/p>\n      <ul class=\"dyn-badges\">\n        <li>\ud83c\udd93 Free<\/li>\n        <li>\ud83d\udda8\ufe0f Printable<\/li>\n        <li>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Families &amp; professionals<\/li>\n      <\/ul>\n      <div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/story-sequencer-in-images\/\">Download the tool<\/a>\n        <a class=\"dyn-btn dyn-btn--ghost\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">See all tools<\/a>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>It still needs to be adapted. The same starting tool is not handled in the same way depending on whether you are supporting a child who avoids eye contact, a child who cannot sit still, or an adult fatigued by their rehabilitation. This article reviews the main profiles that benefit from the sequencer, detailing for each the specific interest of the tool, the concrete adaptations to implement, and the points of caution not to miss. The goal: for you to know, when closing the page, how to adjust the tool to the person you are supporting.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<section class=\"dyn-tldr\">\n  <h2>The essentials in 30 seconds<\/h2>\n  <p>The image story sequencer is a tool for <strong>oral language and temporal logic<\/strong>: it organizes cards illustrating the steps of a scene, then tells the story. Its versatility makes it a valuable tool for many profiles, provided it is adapted.<\/p>\n  <ul>\n    <li><strong>Autism (ASD)<\/strong> \u2014 reassuring visual support that makes time predictable; we reduce the number of steps and anchor in everyday scenes.<\/li>\n    <li><strong>ADHD<\/strong> \u2014 channels attention through a short, manipulable task; we limit distractions and celebrate each success.<\/li>\n    <li><strong>Dys<\/strong> \u2014 works on storytelling without going through writing; we pay attention to contrast and allow processing time.<\/li>\n    <li><strong>Adult in rehabilitation, senior, non-verbal person<\/strong> \u2014 support for evocation and communication; we start from the person's story, not from a school instruction.<\/li>\n    <li><strong>Common rule<\/strong> \u2014 a tool never replaces follow-up: in case of marked difficulty, we refer to a speech therapist, doctor, or psychologist.<\/li>\n  <\/ul>\n<\/section>\n\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <p>The profiles reviewed<\/p>\n  <ol>\n    <li><a href=\"#dyn-support\">The same tool, very different uses<\/a><\/li>\n    <li><a href=\"#dyn-tsa\">Child with autism spectrum disorder<\/a><\/li>\n    <li><a href=\"#dyn-tdah\">Child with ADHD<\/a><\/li>\n    <li><a href=\"#dyn-dys\">Child with DYS (dyslexia, dysphasia, dyspraxia)<\/a><\/li>\n    <li><a href=\"#dyn-t21\">Child with Down syndrome<\/a><\/li>\n    <li><a href=\"#dyn-ado\">Teenager<\/a><\/li>\n    <li><a href=\"#dyn-adulte\">Adult in rehabilitation (post-stroke, traumatic brain injury)<\/a><\/li>\n    <li><a href=\"#dyn-senior\">Senior with cognitive disorders<\/a><\/li>\n    <li><a href=\"#dyn-nonverbal\">Non-verbal or minimally verbal person<\/a><\/li>\n    <li><a href=\"#dyn-contextes\">Adapt according to the context: office, classroom, home, facility<\/a><\/li>\n    <li><a href=\"#dyn-tableau\">Table: profile, adaptation, point of caution<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n  <\/ol>\n<\/nav>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SUPPORT \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-support\">Image story sequencer and autism, ADHD, DYS disorders profiles: one support, different uses<\/h2>\n\n<p>In practice, an image story sequencer consists of a series of illustrated cards, each showing a step of the same scene. Take the scene \"planting a seed\": the first card shows a hand placing the seed in the soil, the second the watering can pouring water, the third a small green sprout, the fourth a blooming flower. Mixed together, these cards make no sense. Put back in order, they tell a story \u2014 a beginning, a middle, an end.<\/p>\n\n<p>This seemingly simple gesture actually mobilizes several skills at the same time: temporal logic (understanding before and after, cause and consequence), oral language (naming, describing, linking images with connectors like \"first\", \"then\", \"finally\"), visual attention, and working memory. It is precisely because it touches on these fundamentals that it transcends ages and profiles. Where a highly specialized support would only suit one audience, the sequencer lends itself to countless adjustments.<\/p>\n\n<p>The principle of the following sections is always the same. For each profile, we ask: what does this tool bring that is specific to this person? What concrete adaptations need to be made for it to be accessible and useful? And what is the point of caution to keep in mind to avoid putting the person in difficulty? Nothing that follows replaces the evaluation of a professional: these are usage guidelines, not a rehabilitation protocol.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 TSA \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-tsa\">Child with autism spectrum disorder (ASD)<\/h2>\n\n<p>For many children with ASD, the visual support is not an additional comfort: it is the preferred entry channel. Where speech passes quickly and leaves little trace, the image remains in view, available, re-examinable. The sequencer meets another frequent need: making time predictable. A scene broken down into visible steps transforms an abstract process into a series of concrete images, which often alleviates anxiety related to uncertainty.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Reduce the number of steps at the start.<\/strong> Begin with three cards, not six. Add steps once the short sequence is perfectly mastered.<\/li>\n  <li><strong>Anchor in real daily scenes of the child.<\/strong> Washing hands, putting on a coat, preparing a snack: the routines they experience every day speak much more than an imaginary story.<\/li>\n  <li><strong>Let the child manipulate at their own pace.<\/strong> Do not place your hand on their cards. Name what you see without demanding an immediate verbal response.<\/li>\n  <li><strong>Associate each card with a stable reference word.<\/strong> Always use the same word for the same image: the consistency of vocabulary reassures and helps with generalization.<\/li>\n<\/ol>\n\n<p><strong>Point of caution:<\/strong> avoid sensory overload. Overly busy, colorful, or detailed illustrations can disrupt attention rather than support it. Favor clean images, a neutral background, and a calm working environment. <strong>\u274c To avoid:<\/strong> chaining several sequences in the same session \"since it works,\" and correcting an order error with a \"no, that's wrong\" rather than with a \"let's look together at what comes first.\"<\/p>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 A digital relay for communication<\/strong>\n  <p>When the child struggles to access the vocabulary of the scene, the application <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a> can complement the paper support: designed for autism, aphasia, and non-verbal profiles, it offers pictograms and communication aids that naturally extend the sequencing work.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ADHD \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-tdah\">Child with ADHD<\/h2>\n\n<p>For the child with attention deficit disorder with or without hyperactivity, the difficulty is not in understanding the sequence, but in staying focused long enough to complete it. The picture story sequencer has a valuable advantage here: it is a short, concrete, and manipulable task, with a visible goal and a clearly identifiable end. You know when it's finished \u2014 the story is complete \u2014 which provides a framework for attention that struggles to settle on its own.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Clear the workspace.<\/strong> Only one sequence on the table, nothing else. Unused cards remain out of sight, in a closed folder.<\/li>\n  <li><strong>Set a visible and brief goal.<\/strong> \u201cWe will arrange these four images in order, and then we are done.\u201d A clear goal is better than an open instruction.<\/li>\n  <li><strong>Value each step taken.<\/strong> A sign of encouragement for each correct card maintains momentum better than a global compliment at the very end.<\/li>\n  <li><strong>Allow movement.<\/strong> The child can stand up, manipulate while standing, place the cards on the floor. What matters is the task completed, not the posture.<\/li>\n<\/ol>\n\n<p><strong>Point of vigilance:<\/strong> do not prolong the exercise beyond the available attention window. Two successful sequences are better than a long session that ends in frustration. Identify the moment when attention wanes and stop before the tipping point. <strong>\u274c To avoid:<\/strong> multiplying verbal instructions while they manipulate, and turning mistakes into reproaches \u2014 the child with ADHD is often already overexposed to negative remarks.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 DYS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-dys\">Dys child (dyslexia, dysphasia, dyspraxia)<\/h2>\n\n<p>Under the term \u201cdys\u201d are grouped very different disorders, but they share a useful common point here: the sequencer allows working on narrative and thought structuring <em>without resorting to writing<\/em>. For a dyslexic child whom reading exhausts, for a dysphasic child whose oral language is fragile, for a dyspraxic child for whom graphic gesture is a failure, telling a story from images bypasses the obstacle and allows narrative competence to express itself.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Ensure contrast and readability.<\/strong> Clear, well-cut images on a light background: a difficult-to-perceive support adds unnecessary burden.<\/li>\n  <li><strong>Allow processing time.<\/strong> Count a few seconds of silence after your question. The right word or order often comes in this interval, if it is not filled in its place.<\/li>\n  <li><strong>Distinguish what you are working on.<\/strong> One day the logical order, another day the richness of the narrative. Do not accumulate all requirements in the same instruction.<\/li>\n  <li><strong>For the dyspraxic profile, lighten the manipulation.<\/strong> Large cards that are easy to grasp, or a digital version where the image is moved with a swipe, prevent gesture coordination from interfering with the cognitive task.<\/li>\n<\/ol>\n\n<p><strong>Point of vigilance:<\/strong> do not confuse the difficulty of the task with the difficulty of the disorder. If a child fails, first ask yourself if the obstacle comes from the support (too many steps, ambiguous images) before concluding anything about their abilities. The diagnosis and monitoring of dys disorders fall under the speech therapist and the multidisciplinary team, never from the support alone. <strong>\u274c To avoid:<\/strong> asking to read a text associated with the images, which reintroduces exactly the obstacle that was sought to be bypassed.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 DOWN SYNDROME 21 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-t21\">Child with Down syndrome<\/h2>\n\n<p>For the child with Down syndrome, visual memory is often a strong support point, while oral language and auditory working memory may require more support. The picture story sequencer precisely plays on this visual strength: it shows what, when said orally, might be lost. It also supports the learning of daily routines, a major challenge towards autonomy.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Advance in very small steps.<\/strong> Consolidate a sequence of three cards for a long time before adding a fourth. Spaced repetition helps to anchor it durably.<\/li>\n  <li><strong>Link the sequence to a real gesture.<\/strong> After putting the images of handwashing in order, go do it together at the sink: the transition from image to action reinforces both.<\/li>\n  <li><strong>Name slowly and articulate.<\/strong> Provide a clear verbal model for each card, without forcing repetition, allowing the child to take the words at their own pace.<\/li>\n  <li><strong>Celebrate success explicitly.<\/strong> A child who associates the activity with a pleasant moment will willingly return to it, and it is regularity that leads to progress.<\/li>\n<\/ol>\n\n<p><strong>Point of vigilance:<\/strong> respect the child's own learning pace without comparing it to an age norm. Developmental milestones vary greatly; the speech therapist and the doctor following the child remain the contacts to assess progress. <strong>\u274c To avoid:<\/strong> speeding up because \"they succeeded once,\" at the risk of undermining a still recent achievement.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>The picture story sequencer, free and ready to print<\/h3>\n  <p>Download the DYNSEO support, print it, and adapt it to each profile starting today. Accessible online, without account creation, completely free.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/story-sequencer-in-images\/\">Discover the picture story sequencer<\/a>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ADOLESCENT \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-ado\">Teenager<\/h2>\n\n<p>After a certain age, the main risk with the picture story sequencer is no longer cognitive: it is relational. A teenager \u2014 whether they have a learning disorder, a neurodevelopmental disorder, or are in rehabilitation after an accident \u2014 rightly refuses anything that resembles an exercise \"for little ones.\" However, the tool still retains its value: structuring a narrative, organizing steps, preparing for a speech. It just needs to change its presentation and stakes.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Choose age-appropriate content.<\/strong> Steps of a recipe, assembling furniture, unfolding a match, tutorial: sequences rooted in their real interests.<\/li>\n  <li><strong>Give them an active role.<\/strong> Suggest they create their own sequence, photograph it, make it a guessing game. Creating is better than enduring.<\/li>\n  <li><strong>Link the task to a concrete goal.<\/strong> \"We're preparing how you're going to explain this orally\" gives meaning where \"we're doing an exercise\" feels forced.<\/li>\n  <li><strong>Respect their need for autonomy.<\/strong> Step back, let them make mistakes and correct themselves: teenagers do not handle being guided step by step well.<\/li>\n<\/ol>\n\n<p><strong>Point of vigilance:<\/strong> refusal to cooperate often masks a fear of failure or fatigue from being evaluated. A teenager who withdraws, isolates, or expresses lasting distress requires appropriate support: the doctor or psychologist are there for that. <strong>\u274c To avoid:<\/strong> using materials clearly intended for young children, and commenting on every action as if it were a lesson.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 ADULT REHABILITATION \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-adulte\">Adult in rehabilitation (post-Stroke, head trauma)<\/h2>\n\n<p>After a stroke or head trauma, the sequence of an action that was once automatic can become disorganized. Making coffee, getting dressed in the right order, recounting what happened: these are all sequences of steps that the injury can weaken. The sequencer then becomes a support for language rehabilitation and sequential logic, but also a support for aphasia, when the word does not come and the image helps to find it.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Start with useful and adult scenes.<\/strong> Everyday gestures, tasks, activities that the person wants to regain: meaning supports engagement much better than an abstract exercise.<\/li>\n  <li><strong>Adapt to the visual field and fatigue.<\/strong> In case of spatial neglect, place the cards on the perceived side; break up the session, as post-injury fatigue is real and not a lack of will.<\/li>\n  <li><strong>Accept the other channel.<\/strong> If the word does not come, let the person show, mime, or describe in another way. The goal is to communicate, not to be exact on the first try.<\/li>\n  <li><strong>Work in connection with the speech therapist.<\/strong> The support extends rehabilitation at home; it does not replace it and does not set any goals in place of the professional.<\/li>\n<\/ol>\n\n<p><strong>Point of vigilance:<\/strong> do not turn every moment into a work session. The adult in rehabilitation also needs time for ordinary relationships. <strong>\u274c To avoid:<\/strong> finishing their sentences for them and chaining word proposals, which interrupts the ongoing search and adds frustration.<\/p>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 Extend stimulation with an application<\/strong>\n  <p>To finely adjust the level of difficulty and vary cognitive exercises between two sessions, the application <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a>, designed for adults and rehabilitation situations after a stroke, is a useful complement to paper support.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SENIOR \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-senior\">Senior with cognitive disorders<\/h2>\n\n<p>In an elderly person with cognitive disorders, the story sequencer in images does not aim for new learning, but for maintaining preserved abilities and the connection. Rearranging the steps of a known scene engages logic, memory, and language, while providing a conversation support. Well chosen, the exercise can also open up memories: a scene of gardening, cooking, or work can sometimes awaken a whole personal story.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Choose familiar scenes from their generation.<\/strong> Situations they have experienced mobilize old memory, often better preserved than recent memory.<\/li>\n  <li><strong>Stay within a difficulty that ensures success.<\/strong> The goal is not to test, but to create a pleasant and rewarding moment. We adjust to make it work.<\/li>\n  <li><strong>Open up to exchange.<\/strong> \u201cDoes that remind you of something?\u201d transforms the exercise into conversation and extends the relational benefit.<\/li>\n  <li><strong>Adapt to sight and grasp.<\/strong> Large cards, good contrast, sufficient lighting: we remove sensory obstacles before discussing cognitive difficulty.<\/li>\n<\/ol>\n\n<p><strong>Point of vigilance:<\/strong> never put the person in a situation of repeated failure, which hurts and discourages. A worsening of disorders, new disorientation, or a change in behavior should be reported to the attending physician. <strong>\u274c To avoid:<\/strong> correcting harshly, insisting when the person is tired, or presenting the activity as a memory test \u2014 which generates anxiety and refusal.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 NON VERBAL \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-nonverbal\">Non-verbal or minimally verbal person<\/h2>\n\n<p>For a non-verbal person or someone whose oral language is very limited \u2014 regardless of their age or the origin of their situation \u2014 the image story sequencer changes function: it becomes a full-fledged communication support. The image is no longer a trigger for speech, it is the message. Pointing, designating, ordering cards allows for expressing a need, understanding a process, anticipating what will happen \u2014 all forms of communication that do not rely on words.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Value every form of designation.<\/strong> A look, a point, a hand placed on the right card: every intentional gesture is a form of speech to welcome.<\/li>\n  <li><strong>Use images to prepare and reassure.<\/strong> Showing the upcoming steps of care or an activity makes the process predictable and reduces anxiety.<\/li>\n  <li><strong>Stay consistent with other supports.<\/strong> If the person is already using pictograms or a communication binder, harmonize the visual vocabulary to avoid confusing them.<\/li>\n  <li><strong>Do not presume understanding.<\/strong> The absence of speech is not the absence of thought: address the person with the same respect as anyone else.<\/li>\n<\/ol>\n\n<p><strong>Point of caution:<\/strong> the implementation of an alternative communication system requires specialized support, usually speech therapy. The sequencer can be integrated, but the assessment of communication needs belongs to the professional. <strong>\u274c To avoid:<\/strong> speaking about the person in the third person in front of them, and systematically interpreting on their behalf without giving them time to designate.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CONTEXTS \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-contextes\">Adapt the support according to the context: office, classroom, home, establishment<\/h2>\n\n<p>The profile of the person is not the only variable. The place where the image story sequencer is used modifies its use, objectives, and constraints. The same set of cards is not handled in the same way in the quiet setting of a speech therapy office and in the midst of a classroom of twenty-five students.<\/p>\n\n<div class=\"dyn-cards\">\n  <div class=\"dyn-card\">\n    <h3>In a speech therapy or rehabilitation office<\/h3>\n    <p>The professional relies on the support for a specific rehabilitation objective: temporal logic, lexical evocation, structuring the narrative, working on aphasia. The individual setting allows for fine adjustment of difficulty and attentive observation. The sequencer often serves as a starting point for other language activities.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <h3>In class or in an adapted setting<\/h3>\n    <p>The teacher or AESH seeks to work on language and chronology, sometimes in small groups. The challenge is to differentiate: offering three cards to one, six to another, from the same support. The printable format allows for multiplying copies and creating independent workshops.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <h3>At home, with family<\/h3>\n    <p>The parent extends, without replacing the professional, what has been worked on elsewhere. The major advantage of home is the connection to real life: we reorder the scene, then we go live it. The golden rule: keep the activity brief, regular, and enjoyable, never school-like or under pressure.<\/p>\n  <\/div>\n  <div class=\"dyn-card\">\n    <h3>In an establishment (Nursing home, IME, group home)<\/h3>\n    <p>The facilitator or caregiver uses the support individually or in small groups to maintain abilities, structure a moment, and support social connection. Care is taken to choose scenes appropriate to the age and background of the individuals, and to value participation more than performance.<\/p>\n  <\/div>\n<\/div>\n<p>In all cases, the printable and free support facilitates these adaptations: we print as many copies as necessary, we laminate for durability, we cut versions with three, four, or six cards according to needs. This flexibility is what allows the same tool to traverse such different contexts. To broaden the range, the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">complete DYNSEO tools catalog<\/a> offers other complementary oral language supports, and the <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">tests<\/a> help to identify needs before choosing.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 TABLEAU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-tableau\">Summary table: profile, adaptation, point of vigilance<\/h2>\n\n<p>To keep in mind when preparing a session: for each profile, the priority adaptation and the point to remain attentive to.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Profile<\/th><th>Priority adaptation<\/th><th>Point of vigilance<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>Child with ASD<\/td><td>Few steps, everyday scenes, stable reference word<\/td><td>Avoid sensory overload from images<\/td><\/tr>\n    <tr><td>Child with ADHD<\/td><td>Short task, clean space, visible objective<\/td><td>Do not exceed the attention span<\/td><\/tr>\n    <tr><td>Child with DYS disorders<\/td><td>Story without writing, careful contrast, processing time<\/td><td>Do not reintroduce reading<\/td><\/tr>\n    <tr><td>Down syndrome<\/td><td>Small steps, link to a real gesture, repetition<\/td><td>Respect the pace, do not accelerate<\/td><\/tr>\n    <tr><td>Teenager<\/td><td>Age-appropriate content, active role, concrete objective<\/td><td>Refusal = fear of failure, guide if suffering<\/td><\/tr>\n    <tr><td>Adult in rehabilitation<\/td><td>Useful scenes, manage fatigue and visual field<\/td><td>Work with the speech therapist, do not finish their sentences<\/td><\/tr>\n    <tr><td>Elderly people with cognitive disorders<\/td><td>Familiar scenes, success-oriented, openness to memory<\/td><td>Never repeated failure, report any deterioration<\/td><\/tr>\n    <tr><td>Non-verbal person<\/td><td>Communication support, value any designation<\/td><td>Alternative system = a matter for professionals<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 The principle that applies to all profiles<\/strong>\n  <p>Before adjusting anything, ask a simple question: <em>what do I want this person to experience?<\/em> A success, a moment of exchange, a concrete progress. The adjustment of the support stems from this intention, never the other way around. A sequencer that is too difficult and leads to failure undermines its objective, no matter how well designed it is.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2>To go further<\/h2>\n\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Getting started<\/span>Image story sequencer: what it is for and how to use it in daily life<\/a>\n  <a href=\"#\"><span>Step by step<\/span>User guide to get started with the sequencer, step by step<\/a>\n  <a href=\"#\"><span>Activity ideas<\/span>12 variations and activities to never tire with the sequencer<\/a>\n  <a href=\"#\"><span>Progress tracking<\/span>Measure progress and combine the sequencer with other supports<\/a>\n<\/div>\n\n<p>In the same category of \u201coral language,\u201d other free supports combine well with the sequencer: the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\">picture book of complex sounds<\/a>, the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/vocabulary-evocation-cards\/\">lexical evocation cards<\/a>, and the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/loto-of-semantic-categories\/\">semantic categories bingo<\/a> enrich the vocabulary work mobilized during the story.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-faq\">Frequently asked questions<\/h2>\n\n<div class=\"dyn-faq\">\n\n  <h3>At what age can a picture story sequencer be used?<\/h3>\n  <p>There is no fixed age, as it depends more on the development and profile of the person than on their year of birth. It generally starts with very short sequences of two to three images as soon as the child shows interest in images and everyday scenes. The support is then used until adulthood and in elderly people, with content adapted to each stage. The rule is to choose a difficulty that ensures success, regardless of age: it is success that motivates continued engagement.<\/p>\n\n  <h3>Is the sequencer suitable for a child who is both autistic and has ADHD?<\/h3>\n  <p>Yes, and it is actually a common case, as both profiles often coexist. We then combine the adaptations: few steps and clean images for the autistic aspect, clear workspace and short task with visible objective for the attention aspect. We observe what bothers the child the most at the moment and adjust primarily in that direction. Each child is unique, so the speech therapist or professional following them is best placed to refine these adjustments and ensure that the support is well adapted to their actual needs.<\/p>\n\n  <h3>Should we correct the child when they make a mistake in the order of the images?<\/h3>\n  <p>Not directly. A \u201cthat's wrong\u201d discourages without helping to understand. It is better to read the story together out loud: by recounting the sequence as it is laid out, the inconsistency appears by itself and the child often corrects themselves. You can also ask an open question: \u201cWhat happens first, according to you?\u201d. The goal is for the child to build the logic, not to apply a dictated correct answer. This supportive stance preserves the desire to try again, which is the true driver of long-term progress.<\/p>\n\n  <h3>Can this support replace speech therapy?<\/h3>\n  <p>No, and it does not claim to. The image story sequencer is a support for stimulation and training, useful as a complement to follow-up but never in its place. It does not allow for a diagnosis or conduct rehabilitation, which are the responsibilities of a health professional. If you observe language, attention, or organizational difficulties in a child or adult that concern you, talk to a doctor, who can refer to a speech therapist or the relevant specialist. The support is a daily tool, not a care device.<\/p>\n\n  <h3>How to adapt the sequencer for a non-verbal person?<\/h3>\n  <p>We change its objective: the image becomes a means of communication and not a trigger for speech. We value any form of designation \u2014 gaze, pointing, hand on the card \u2014 as a form of expression. We use the sequences to make events predictable and reassure, for example by showing the steps of a care before carrying it out. If the person already has pictograms or an alternative communication support, we ensure to remain consistent with this visual vocabulary. The implementation of such a system remains the responsibility of the speech therapist and the team supporting the person.<\/p>\n\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <p>This article provides general usage guidelines. It does not replace a diagnosis, medical advice, or specialized care. Each person and each disorder being different, please consult the professional who follows the child or adult concerned for anything related to diagnosis, prognosis, and rehabilitation.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA FINAL \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>A support for all profiles<\/h3>\n  <p>From autism profile to ADHD, from DYS children to adults in rehabilitation, the image story sequencer adapts to everyone. Download it for free, print it, and adjust it to the person you are supporting.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/story-sequencer-in-images\/\">Access the image story sequencer<\/a>\n<\/div><\/div><\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=\"4.16\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\"][et_pb_code _builder_version=\"4.16\"]<section class=\"dynen dynen-inarticle\" data-dynen=\"inarticle\"><p class=\"dynen-h\">In this article<\/p><p class=\"dynen-sub\">The resources cited<\/p><div class=\"dynen-grid dynen-grid--ico\"><a class=\"dynen-ico dynen-dom--logique\" href=\"https:\/\/www.dynseo.com\/nos-outils\/sequenceur-dhistoire-en-images\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/sequenceur-dhistoire-en-images.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Image story sequencer<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--langage\" href=\"https:\/\/www.dynseo.com\/nos-outils\/imagier-des-sons-complexes\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/imagier-des-sons-complexes.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Complex sound picture book<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--langage\" href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-devocation-lexicale\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/cartes-devocation-lexicale.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Lexical evocation cards<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><a class=\"dynen-ico dynen-dom--logique\" href=\"https:\/\/www.dynseo.com\/nos-outils\/loto-des-categories-semantiques\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/loto-des-categories-semantiques.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Semantic categories bingo<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><\/div><p class=\"dynen-sub\">Printable notebooks \u2014 EDITH Collection<\/p><div class=\"dynen-covers\"><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_01_berlin-von-frueher_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Berlin from the past<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_02_der-schwarzwald_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Black Forest<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_03_die-nord-und-ostseekueste_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The North and Baltic Sea Coast<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_04_die-alpen_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Alps<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_06_die-50er-und-60er-jahre_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The 50s and 60s<\/span><\/a><a class=\"dynen-cover dynen-cover--more\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><span>See the EDITH collection \u2192<\/span><\/a><\/div><\/section>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[3582,2915],"tags":[],"class_list":["post-770808","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-our-coaches","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Image Story Sequencer: For Which Profiles and How to Adapt It to Each - DYNSEO - Educational apps &amp; 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