Tuesday, September 29, 2020

Executive Functioning Forum: Establishing Routines to Support Executive Functioning

 A new school year means a new opportunity to establish routines for your students. For students with autism and low-incidence disabilities, there are many components of executive functioning that can be challenging. Establish routines that will support students with these executive functioning challenges so that they can be set up for success all year long. 


Routines for Organizing Materials

First, establish clear routines for where materials will be stored and use visual supports to help students remember how materials should be organized. 

desk organization visual
Annette Stine
Kyle Elementary, Troy


small group pencil organization
Annette Baker
Miami East Elementary, Miami East

organization system for turning in materials
Lindsey Woods
Fairborn Primary, Fairborn

organization system for turning in parent communication notebook
Rachel Engle
Horace Mann Elementary, Springfield


classroom library organization
Kim Kohlrus
Beverly Gardens Elementary

When it comes time to use materials, establish a consistent and predictable routine for students to rely on when gathering what they need. For materials they need every day, create a checklist that can be used repeatedly. 

material gathering visual
Brittany Bush
Spinning Hills Middle School, Mad River


morning routine visual routine
Jennifer Jette
Vandalia-Butler High School, Vandalia

color-coded material gathering checklists

after school routine visual checklist
Leslie Mann
Smith Middle School, Vandalia


morning checklist for materials and expectations
Melanie Lewis
Snyder Park Elementary, Springfield

For materials needed for a specific activity, use visual supports such as picture icons or writing a list on the whiteboard. 

material gathering visual cues
Brittany Bush
Spinning Hills Middle School, Mad River


material gathering visual cues
Catherine Anderson
Rushmore Elementary, Huber Heights

Routines for Work Completion

Next, establish routines for work times. Determine how you will communicate expectations such as how much work they have to complete, what the work will be, when they will be finished, and what comes next such as a reinforcing activity or break. Clearly defining these expectations address a variety of executive functioning skills including planning, attention, memory, initiation, and time management. 

Work expectations may be organized using physical structures such as a structured work system or visual supports such as visual contracts or task lists. 

structured work system

assignment envelope
Jennifer Jette
Vandalia-Butler High School, Vandalia

assignment organization visual cues
Vicki Gomes
Miami East Middle School, Miami East

visual contract with tokens
Erika Lauterbach
Dixie Elemetary, New Lebanon

visual contract with photos
Susie Stoner
Bradford Elementary, Bradford


visual contract to do list
Kara Cripe
Oakwood Elementary, Oakwood

visual contract "Get Ready, Do, Done" organizer
Bridgette Powers
Miami East Elementary, Miami East


group mini-schedule

For some students with executive functioning challenges, remembering what to do with their work when they are finished can be difficult. Clearly establish and practice where they should put finished assignments. Don't forget to establish a routine for unfinished work!

unfinished work folder
Lori Bicknell
Mound Elementary, Miamisburg

student mailboxes
Mandy Whitfield
MCESC Learning Center East, MCESC

Routines for Breaks

Students with autism and low-incidence disabilities often need breaks built in throughout the day. However, breaks can occur for different reasons including meeting sensory needs, reinforcement, or as needed to regulate. Establish clear routines for each type of break so students know exactly when they will occur, if they are scheduled or earned, what is allowed during the break, and when they are finished. Use visual supports to communicate these expectations. 

expectation visuals for different types of breaks including times and activities
Leslie Mann
Demmitt Elementary, Vandalia


expectation visuals for different types of breaks
Laura Frank
Valley Forge Elementary, Huber Heights


"in the moment" break option visuals
Heather Balkcom
Springcreek Primary, Piqua


break choice board
Gina Mattie
Beverly Gardens Elementary, Mad River

For some students, clearly defined locations within the classroom are another support for establishing break expectations. 
classroom area for reward time breaks
Leslie Mann
Demmitt Elementary, Vandalia


classroom area for reinforcement breaks with organization visuals
Taylor Ruef
Stevenson Elementary, Mad River

For more information on stucturing the different types of breaks check out our previous post:

Types of Breaks

The consistency and predictablity of well established routines will prove to be calming and organizing for your students this school year!

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