How an Occupational Therapist Uses Little Timer

Based on conversations with Elaine Amaba, MSOT, OTRP.

An egg hatches, an animal appears, and the timer says it is time to clean up. What happens next depends on the child: sometimes they move on, and sometimes they need more time or support.

Elaine Amaba, an occupational therapist working with children, had been using Little Timer in her sessions for more than a year when she first contacted us with a feature suggestion. When we spoke with her, what impressed us most was the care she put into the moments around the timer: introducing it in a quiet space, involving the child in the plan, and helping them move on after the countdown ended.

Below, Elaine shares how she tailors her use of the timer to each child, based on her written reflections and our conversations. We compensated her for her time in two research interviews. The experiences and perspectives she shares here are her own.

By Elaine Amaba, MSOT, OTRP

1. I introduce the timer in a quieter space

One strategy that works well for me is introducing the timer before we enter an area with many things to see, hear, and play with. For example, my sessions often include time in the gym. I introduce the timer while we are still in a quieter area, before entering the gym.

Once the child is already there, they may be processing toys, equipment, other children, sounds, and movement at the same time. Adding a new explanation at that point may require even more processing.

Instead, I introduce the timer, agree on the plan, and then we enter the gym and start play. This gives the child an opportunity to understand what will happen before entering a more stimulating environment.

2. I offer choices the child can meaningfully make

Before going to the gym, I consider how much playtime is available within the session. If the child understands numbers and can meaningfully choose between options, I may ask:

Would you like 9 minutes or 10 minutes?

I offer two options that both work within the available time and that I can follow through with. If a child does not yet understand number concepts or tends to repeat the last option they hear, I may present the choice differently rather than relying on numbers.

I may also invite the child to choose the background, one of two animals, or the picture inside the egg when it does not need to communicate a specific next activity. This allows the child to feel empowered to make choices and feel like a partner in their therapy.

3. I choose a photo to show what comes next or invite curiosity

One of the most helpful features I discovered is that I can replace the animal inside the egg with a real photo from the device.

For example, if we are moving to another room after the timer ends, I can place a photo of that actual room inside the egg. When the egg hatches, the child can see where we are going next.

I have also tried using a photo of the child themselves. When the egg hatches and they suddenly see their own face, they are often surprised and curious, almost as if they are wondering, “Why am I inside the egg?”

I use the picture function differently depending on the child and what is most useful at that moment. Because some children process visuals much better than spoken instructions, the picture can serve many purposes—from showing what comes next to adding an element of curiosity and fun.

4. I invite the child to start the timer

Before starting, I show the child that the timer is ready. Whenever possible, I invite them to press Start themselves. Then I may explain:

Look at the red. When the red is gone, playtime is finished, and then we can check what comes next.

The next activity is shown on the child's visual schedule (which I usually keep separately on a board). When the child presses Start, it gives them ownership over the transition. Seeing the countdown begin offers clear visual predictability, making the experience feel safe and expected. Because they feel empowered from the start, they are often excited to press Done when we finish. Children naturally engage more deeply when they have a meaningful role and feel valued as collaborative partners.

5. I give regular time checks

When the child is playing, I keep the device available so we can check it together. With a ten-minute timer, for example, I may offer a time check every 2–3 minutes. I show the device and simply say, “Time check.”

Children use this information in different ways. Some may not yet understand minutes but can notice how much red remains: more red means more time, and less red means less time. Other children understand the numbers and check how many minutes remain.

These regular check-ins can make the passage of time more visible and help the ending feel gradual rather than unexpected.

6. I adapt my language to the child

When direct instructions increase a child's stress, I may use language that describes what is present or happening in the environment. This is often referred to as declarative language.

For example, I work with a child who can become dysregulated and freeze when I say things such as “Let's go now” or “Put on your shoes.” For this child, I may instead say:

Your shoes are here.

Other examples include “The door is open,” “The timer is finished,” or “Your bag is by the door.”

With this change, I have seen that the child can move toward the next step much more easily because it places less demand on them. I still want to clearly show what comes next, but as an invitation rather than a non-negotiable command. This experience is one reason I have suggested customizable spoken prompts for Little Timer.

7. I offer support around pressing Done

Sometimes the timer reaches zero, but the child is not yet ready to press Done. Rather than immediately pressing it for them, I first offer a choice:

Teacher presses Done, or [child's name] presses Done?

Often, the child chooses to do it themselves. If they indicate that they want to press it but still need more time, I may make the next step more predictable by saying:

I'll wait 10 more seconds, and then I can help with Done.

Depending on the child, we may count together. This gives them an extra opportunity to complete the step themselves, while reassuring them that help is right here if they need it.

8. I allow time and offer choices for moving on

Pressing Done does not always mean the child is immediately ready to move to the next activity. Sometimes they press Done and then continue moving around the play area or move away. In these situations, I may give them another minute or two to process the transition.

I can also offer a choice about how we move toward the next activity:

• “Would you like to roll to the room?”
• “Would you like to crawl?”
• “Would you like to jump?”

The next location stays predictable, while the child has some autonomy over how they get there.

How do you use Little Timer?

We're grateful to Elaine for sharing these details of her practice. If you use Little Timer at home, in a classroom, or in your work, we would love to hear about your experience and opinions. When the egg hatches, what does the child do next, and what do you do?

Leave a comment below or write to us at research@littlelabs.co. If you would be interested in a follow-up conversation, please let us know.