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Emily Dayle Quinn
3/19/2016 2:49 PM
What are routines anyway? Why are they important? It seems that therapists are always recommending “teaching in routines”. Basically, routines are 2 or more step activities that are repeated over the course of the day or more than 3 times a week.
Examples of Personal Care Routines:
- Hand washing
- Bathing
- Clothing
- Diapering/ Toileting
- Applying lotion
Examples of Routines with Food:
- Setting the table
- Preparing meals or snacks
- Putting away groceries
- Washing produce
- Pouring food/ drinks
- Washing dishes
- Grocery Shopping
Examples of Social Routines:
- Tickle Games
- Nursery Rhymes
- Book Reading
- Listening to or Playing Music
- Dancing
Examples of Exercise Routines:
- Swinging
- Swimming
- Sliding
- Rocking
- Dancing
- Stretching
- Ball Play
Examples of Simple Toy Routines:
- Pushing cars and trains
- Toys in a bucket, dump the bucket
- Stacking Blocks
- Blowing bubbles
- Lights on and off
We want to develop activities with sequenced steps so that the individual or child that you are working with can practice communicating several times throughout the activity. Doing the same thing every time, and having multiple chances to practice is how we are able to teach skills to children with complex communication needs. Creating routines develops the context for communication.
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I think this is very important. I have an elementary 1st-3rd grade room of boys with Autism. This is something we work on everyday and after a while it helps promote independance.
ngavina - 1/25/2017
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
