Why time is so difficult for children with NPF

Time perception is a cognitive ability that develops well into the teenage years — and is even more delayed for children with ADHD or autism. When you say "we have five minutes left", the child only hears the words, not the duration of time. A visual timer transforms time from an adult requirement into something concrete that the child can relate to themselves.

What Routined's timer looks like concretely

The timer is displayed as a green circular ring that shrinks as time passes. In the middle of the ring is a large button where the child can start, pause, or resume the timer. Below the ring, the time is displayed digitally in large numbers (for example, 1:39) — so the child sees both the shrinking ring and the exact time simultaneously. When time is up, the ring changes color and a sound plays.

Two sizes — large circle or compact row

Large circle

The standard variant — fills the screen and is optimal when the timer is the focus of the activity (brushing teeth, waiting for the microwave, calm-down break). Maximizes the visibility of the countdown.

Compact row

A horizontal mini-version with a button and a linear progress bar. Good when the timer is a complement to other content on the screen, e.g., a checklist where several activities are happening in parallel.

How to make the timer work in practice

Set reasonable times

The first time you build a routine: time the child for a few days and then set times with a margin. It's better for the time to be sufficient than to run out too early — then the timer becomes a punishment instead of a tool.

Explain the timer to the child first

Before activating the timer, show it to the child and talk about what happens. "You have five minutes to get dressed. This green ring shrinks. When it's gone, time is up. Then we move on." Concretization before use.

Be selective

Some routines don't need times. Brushing teeth, packing a bag — yes. Breakfast — often not (food should be eaten at one's own pace). Homework — maybe, depending on the child. Be selective so that the timer retains its value and doesn't become background noise.

Timer for ADHD

For children with ADHD, the timer is one of the most valuable tools. Time blindness — the inability to estimate how long a task actually takes — is a core difficulty. When time is visualized, the child begins to be able to calibrate their own perception of time over weeks and months.

Timer for autism

For autism, the timer is equally valuable, but for a different reason: predictability. When the child knows exactly how long an activity will last (not just "soon" or "shortly"), much of the anxiety surrounding unclear transitions disappears.

Common mistakes

• Too short time → child stresses and becomes negative towards the tool. Adjust upwards.
• End sound sensitive for some children → if the child reacts strongly to the sound, lower the device volume before the timer starts.
• Timer on all steps → overloads. Save the timer for activities where time actually matters.