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.
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| desk organization visual Annette Stine Kyle Elementary, Troy |
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| organization system for turning in materials Lindsey Woods Fairborn Primary, Fairborn |
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| organization system for turning in parent communication notebook Rachel Engle Horace Mann Elementary, Springfield |
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.
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| material gathering visual Brittany Bush Spinning Hills Middle School, Mad River |
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| morning routine visual routine Jennifer Jette Vandalia-Butler High School, Vandalia
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| after school routine visual checklist Leslie Mann Smith Middle School, Vandalia |
For materials needed for a specific activity, use visual supports such as picture icons or writing a list on the whiteboard.
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| material gathering visual cues Brittany Bush Spinning Hills Middle School, Mad River |
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.
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| structured work system |
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| assignment organization visual cues Vicki Gomes Miami East Middle School, Miami East |
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| visual contract with photos Susie Stoner Bradford Elementary, Bradford |
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| visual contract "Get Ready, Do, Done" organizer Bridgette Powers Miami East Elementary, Miami East |
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!
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| unfinished work folder Lori Bicknell Mound Elementary, Miamisburg |
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.
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| expectation visuals for different types of breaks including times and activities Leslie Mann Demmitt Elementary, Vandalia |
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| "in the moment" break option visuals Heather Balkcom Springcreek Primary, Piqua |
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| classroom area for reward time breaks Leslie Mann Demmitt Elementary, Vandalia |
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| 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:
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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