Routines

• Everything you do can be defined as a routine, unless it is a discrete skill (concept, fact, rule)

Builds independence

Guides instructionRoutine serves as step by step guide to instructionCan require verbal routines, motor routines, or both,

simultaneously

Applies across different contextsCleaning up after workWashing hands and faceTaking and ending a breakInitiating & maintaining a conversationUsing an ATM

1. Builds independence & provides predictability◦ Integrates other skills when used within the routine◦ Provides a context for motivating the learner to learn

other skills◦ Should be practiced from start to finish with regularity

2. Can be individualized◦ Can be a few steps or many◦ Uses shaping, fading, self-management teaching

strategies3. Applies a task analysis strategy

Entering school & getting to class Turn in homework, put personal things

away Transitions

◦ Within classroom◦ Within school

Taking care of personal needs Getting help Lunch Breaks/ recess

Getting ready for school Homework Meal time Helping with chores Getting ready for bed Shopping Car/ bus riding Church

A routine has a clear beginning, middle, and end

The end of a routine should prompt the next routine/activity

Take a break routine Transitions Preferred activities

1. A strategy for defining routines• Step by step process for completing a routine• Can be small or large chunks/steps (RULES)

2. Is used to guide (design) instruction3. Is used for progress monitoring

• Can be measured• # of steps completed independently• % of routine performed independently (not

always precise way of identifying competence)• Specific steps needing more systematic

instruction are easily identified

Purpose: guide the sequence of steps for completing a

routine specified within an IEP/ISFP, lesson plan

guide student progress on specific routines/ tasks,

guide instruction to include generalization and maintenance of all skills used within the routine,

review student progress at-a-glance for instructional decisions.

New Forms Aug 2011\Routines Monitoring Form data blank 1 13 2011.doc

New Forms Aug 2011\Routines Monitoring Form data how to.doc

Editing existing routines.doc

Two examples of completed routine forms:

Completed routines etc\Routines Monitoring Form trash 2011 B.doc

Completed routines etc\Arrival Jane Doe.doc

Completed routines etc\Coat sub routine Jane Doe.doc

1. Choose one routine from your IEP2. Create a task analysis

Beginning, middle and end? Any steps missing?

3. Refine the task analysis For one of the steps in the task analysis, define the

step with more precision by creating a sub-routine with 3 or more steps Creating a Task Analysis 2.doc

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Sub-routine/ task analysis

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How many steps in the routine?

What materials might affect the way in which you design the task analysis?

What materials might affect the difficulty of the task?

What challenges can you anticipate?

Data Decision Rules: If IEP goal or STO identifies prompt(s) then that number or

type of prompt will equal a + on that step Three consecutive errors on any given step indicates a need

for instructional or curricular (modification or adaptation) change

Create system for instructor (staff) notification of teacher of learning problems or issues

When implementation changes in instruction or program indicate on the routines form by written changes in the error analysis area, drawing a vertical line to the left of the first blank column of data, and dating the change

If the instructional change is a subroutine a data point for that step should follow the “phases” of the sub routine

Data summary trends

Error Analysis

Simply look at the type of errors being made over time

Have you taught a misrule?

Is the error the result of cognitive difficulties or motor planning problems?

Arrival Data

Completed routines etc\2011-08 (Aug)\Arrival data0001.pdf

Completed routines etc\2011-08 (Aug)\Coat sub routine0001.pdf

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Instructional consequences may be losing their value or effectiveness

Decrease in performance may be the result of boredom

Stimulus or response demands have changed (e.g., label on grocery store item)

VALUE: Increase the magnitude or intensity of the consequences / Change the schedule of reinforcement delivery / Change the reinforcement

BOREDOM: Increase performance demands / Utilize a variety of training materials, trainers, formats

CHANGE: Provide pre-correction for altered steps / Re-train altered steps

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The student does not have enough opportunities to perform the task/activity

Generalization across trainers, locations or examples has not occurred

Stimulus control has not been firmly established for each component of the task/activity

OPPORTUNITY TO PERFORM: Provide more opportunities for the student to perform the activity

GENERALIZATION: Develop instructional program for generalized skill performance (train range of examples/locations/trainers

STIMULUS CONTROL: Highlight relevant stimulus characteristics / provide mass practice

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Some steps of the task/activity may be too difficult for the student

DIFFICULTY: Design a simulation program for the difficult steps

Practice difficult steps or components prior to actual task/activity

Decrease stimulus or response demands by introducing alternative performance strategy/ prosthetic for completion of difficult step

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If this is behavioral data CONGRATULATIONS!

If instructional data:

Task may be too difficult

DIFFICULT: Reduce performance demands Introduce alternative performance strategy/

prosthetic for completion of the task or activity

Consider using partial participation

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Program is effective

EFFECTIVE: No modifications are necessary. Continue present instructional program

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Instructional program is successful

SUCCESS: Test for generalization in an untrained setting or untrained example

Implement maintenance programs (opportunity to perform)

Introduce new task or activity

List of all Routines, Activities, and TasksElementary School Level

Daily School Routines: Living Skills#1 Eating Lunch#2 Using the Bathroom#3 Dressing for the outdoors#4 Removing Outdoor Clothing#5 Grooming at schoolDaily School Routines: Transition#1 Arrival#2 Departure#3 Transitioning between activities#4 Transitioning between classesDaily School Routines: Academic Activities#1 Individual Seatwork#2 Group Project/Activity#3 Listening in a group setting#4 Occupying Classroom Free Time#5 Using a computer#6 Using the library

Daily Leisure Routines#1 Using the playground with others#2 Socializing with friends#3 Playing a game#4 Fitness Routine/P.E.#5 Participating in a music activity#6 Participating in Arts and Crafts#7 Attending an Assembly

#8 Generic Daily Leisure Activity (Optional)Leisure Activities: 1) caring for pets 2) participating in aleisure class 3) watching tv 4) participating in a hobby 5) goingto the movies 6) going shopping 7) participating in a club 8)reading a book 9) going to the park 10) playing an instrument11) listening to music 12) going on a trip 13) Participating in asporting event 14) going for a walk 15) participating in anexercise routine 16) participating in a craft activity 17) goingcamping 18) going boating 19) going downtown for a weekendevent 20) going swimming 21) going for a bike ride 22)gardening

Community Routine#1 Riding in a car/bus#2 Crossing the street#3 Purchasing an Item at School#4 Going on a Field Trip#5 Generic Community Activity (Optional)Activities List: 1) eating out at a fast food restaurant 2) eating out at a sit-down restaurant 3) going to the bank 4) going to the post office 5) going to the library 6) going to the Laundromat 7) accessing community servicesSchool VocationalVocational Activities List: 1) being classroom helper 2) cleaning up the classroom 3) delivering mail/messages 4) passing out papers 5) washing tables 6) serving food 7) sorting items 8) recycling 9) washing dishes 10) shredding 11) attendance

#1 Vocational activity

List of all Routines, Activities, and Tasks Middle School/Secondary Level

Generic Daily Leisure Activity (Optional)• Leisure Activities Resource List: 1) Caring for pets/animals 2)Participating in a leisure class/activity 3) Watching TV 4) Participatingin a hobby activity 5) Going to the movies 6) Going shopping7)Participating in a club 8) Reading a book 9) Going to the park 10)Playing an instrument 11)Listening to music 12) Going on a trip 13)Participating in a sport activity 14) Going for a walk 15) Participating ina sporting activity 16) Participating in a craft activity 17) Goingcamping 18) Going boating 19) Going downtown for a weekend event20) Going swimming 21) Going for bike ride 22) Gardening#1 Leisure activity

Daily School Routines: Living Skills#1 Eating Lunch#2 Using the Bathroom#3 Grooming at school#4 Dressing for an Activity/Weather#5 Purchasing an item at school#6 Dressing for P.E.

Daily School Routines: Transition#1 Arrival#2 Departure#3 Transitioning between activities#4 Transitioning between classesDaily School Routines: Academic Activities#1 Individual Seatwork#2 Group Project/Activity#3 Listening in a group setting#4 Occupying Classroom Free Time#5 Using a computer#6 Using the LibraryDaily Leisure Routines#1 Occupying free time outside classroom#2 Socializing with friends (Hanging out)#3 Playing a game#4 Fitness Routine/P.E.#5 Attending an Assembly#6 Making a phone call#7 Generic Leisure Activity

Community Routines#1 Riding in a car/bus#2 Crossing the street#3 Going Shopping#4 Eating out at a fast food restaurant#5 Eating in a sit-down restaurant#6 Making a phone call for safety#7 Transporting oneself to/from community locations#8 Purchasing an item in the community#9 Generic Community ActivityVocational Activities#1 Community vocational activity#2 School vocational activityCareer Development#1 Interviewing/Job Shadowing#2 Creating a resume#3 Finding a job#4 Applying for a job#5 Interviewing for a jobDaily School Routines: Transition#1 Transitioning within classroom