Routines and CalendarsRoutines and CalendarsChristy Householter

& Susan Lawrence

Agenda

• 1:00 – 2:00 Routines• 2:00 – 2:15 Break• 2:15 – 3:15 Calendars• 3:15 – 3:30 Questions

Routines• “predictable chain of related events

used to structure activities which teach a broad range of communication, cognition, motor, sensory, and social skills.”

(Carriere & Townsend, 1987)

Routines

• Clear opening• Specific number of steps• Clear ending• Same time, same place, same

materials• http://www.wsdsonline.org/deafblind

/videotopics.html

• Pacing of instruction is precisely maintained until activity is finished (no sidebar conversation, no changing routine)

• There is a clear signal to the student that the activity is finished

Why Routines-See/Hear, July 1991, Blaha & Moss

• Opportunity to communicate• Provide emotional support• Framework for basic learning-

beginning, middle & end• Build Procedural Learning-Core

memory system

Advantages of Routines• Integration of IEP goals• Consistency from setting to setting• Acquisition of skills in natural context• Precise manipulation of prompts• Anticipation builds from predictability• Documentation!!!!

Disadvantages of Routines

• Structure and planning time• Teaming is imperative, but takes time• Students may become bored if

routines are not expanded

Before Developing a Routine

• Sensory Learning Summary• Arousal State Profile• Sensory Response Record• Appetite/Aversion List• Level and Strategy Guide

SLK Assessment• Sensory Learning Summary: Vision is

up to 5 feet away, hearing impaired, responds well to deep touch

• Arousal State Profile: Mornings are best

• Sensory Response Record: Visual sensory channel is best activated by movement

• Appetite/Aversion List: loves music

Goal:

• Maintain upright position with head up, without signs of discomfort and no more than 3 physical prompts, for 15 minutes in standing frame.

Group Work- Developing the Routine!

Now it’s your turn

Group/Individual Work

• Choose a student• Review SLS, ASP, SRR, AAL• Choose IEP goal• Determine supports• Write routine

Break Time

Calendars

Students Who Benefit from Calendars

• Students with disabilities which put them at risk for not understanding, participating in or directing the events which surround them; and who need help structuring time and activities

Benefits• Allows for communication

and choice making• Allows for better

transitioning and dealing with unexpected changes

• Allows for understanding of time

• Provides control

Communication-What we all live for!

• Multiple sensory loss• Types of communications-name

them…• Concrete to abstract forms: Ex:

whole towel to Braille label• Support conversations in more

appropriate manner

Levels of Communication

• Page 25

• Presymbolic

• Early Symbolic

• Symbolic

Before you begin….• Determine modifications• Determine student’s communication

level• Determine a schedule of activities

that can be represented by a calendar

• Select the correct time frame

Group Work• Choose a student• Choose modifications• Choose communication level (pre-

symbolic, early symbolic, symbolic• Choose schedule of activities• Choose time frame-TBD

Time Frame Levels• Anticipation Calendar

• Daily Calendars

• Expanded Calendars

Time Frame- Level 1Anticipation Calendar Benefits

• Communication: “Through the use of an anticipation calendar, an association is built between the activity and a particular object.”

• Time: past and future concepts• Emotional Support- what’s next• Cognition- anticipation & recall levels

Anticipation Calendar-How to Teach

• Determine readiness for anticipation calendar (Pg. 114)

• Choose time piece- future/past or stop/start– Different and distinctive containers

• Choose relevant object symbols– Only 1 or 2 at first– What is relevant?

Anticipation Calendar-How to Teach

• Choose location for storage– Bring to student/shelf/box/divider

• Choose distance calendar box is from student

• Choose wait time• Choose prompts

Anticipation Calendar-How to Teach

• Choose action to pair with activity• Complete activity/routine• Choose finished container

IEP Goals• IEP goals that support use of

Anticipation Calendar– Comprehends signals– Develops anticipation– Maintains joint attention– Requests or rejects interaction, people

or objects

Anticipation Calendar-Expanded

• Futures basket can be divided into 2 parts

• Expand object symbols to include more activities

• Increase distance from presentation of the object symbol and the actual activity

Time Frame Level 2Daily Calendars Benefits

• Communication- topics of conversation, choice making, development of representational abilities

• Time- future & past• Emotional Support- sense of security,

control over life, re-check schedule

Guidelines for Daily Calendar

• Page 114-115

Elements of Daily Calendar

• Left to right– Unless restricted movement

• Less to more events• Finished basket (or cover, turn over)• Page 61 for pictures of daily

calendars

Elements of Daily Calendar

• Location cue if student needs assistance locating correct segment

• Clearly defined spaces for dividers• Correct size for student- must be

able to reach from start to finish• Sturdy!

IEP goals • Understand and use symbolic forms• Develop vocabulary• Sequence time• Maintain joint attention for longer

periods of time• Make choices• Label

Helpful hints• Pair objects with pictures• Use activities that child likes• Give access to object symbols at all

times to facilitate communication• Consistent (daily) use• Honor students request to re-order

if possible!

Daily Calendar- Expanded• Create a “Future” basket for

activities that student wants to do but must wait for another day

• Expand into morning and afternoon activities

• Introduce more abstract communication forms

Independent/Group Work

• Develop Summary Sheet for Planning the Calendar- page 123 or Calendar Choice Form

Resources• Calendars for Students with Multiple

Impairments Including DeafblindnessRobbie BlahaTSBVI

• http://www.osepideasthatwork.org/toolkit/InstPract_tan_sym.aspTangible Symbol SystemsCharity Rowland and Philip Schweigert

Resources• http://www.wsdsonline.org/deafblind/videotopics.

htmlWashington Sensory Disability ServicesVideos of routines and likes/dislikes

• Communication- A Guide for Teaching Students with Visual and Multiple ImpairmentsLinda HagoodTSBVI

Resources• Teaching Students with Visual and Multiple

Impairments- A Resource GuideMillie Smith & Nancy LevackTSBVI

• Sensory Learning Kit- APH

Contact• Christy Householter• 972-348-1634• Christy.householter@region10.org

• Susan Lawrence• 972-348-1590• Susan.lawrence@region10.org