Previously, we discussed the steps to teaching classroom routines. This week, we'll use those steps to teach an arrival routine. As a quick refresher, here are the five steps to teach a routine:

Step 1: Break the routine into small steps

Step 2: Create a visual depicting the steps of the routine

Step 3: Teach the routine and the corresponding visual

Step 4: Review and repeat

Step 5: Fade supports and scale back on reinforcement

Below are the steps for the arrival routine outlined in a document designed for data collection. While it's not mandatory to take data during these routines, I strongly recommend it if a student is facing challenges with the skill. Collecting data can help you identify specific areas for improvement within the routine, such as incorporating verbal, gestural, or visual cues, or introducing new strategies like social narratives or video modeling.

In the "Cue" section of the document, specify any additional supports needed to run the routine effectively. For instance, if you're using a visual aid, the cue might read, "Adult points to the visual." As students become more independent, start to fade adult cues.

The visuals you create for your routines should be tailored to meet the needs of your student(s). Below, you'll find a general routine visual (Example 1) that includes a picture for most steps. However, some students may feel overwhelmed by a multi-step visual. In such cases, I recommend cutting out each visual and attaching them to a binder ring (Example 2), allowing you to present one step at a time.

Not every student will require visual support for each individual step in a routine. If that's the case, simply place the visuals relevant to their needs in the specific location where they will complete that part of the routine. For example, if a student needs reminders for what to do at their locker, ensure those visuals are easily accessible there (Example 3).

Once the visuals are prepared, it’s time to teach the routine using the materials you've created. For this arrival routine, I recommend using video modeling as an effective teaching strategy. Video models are particularly engaging because of the technology involved! If you want to see an example of an arrival routine video model, check out the one I created in the Resources section.

Teaching the Arrival Routine

1. Introduce the Video: If you're teaching the routine to the entire class, start by introducing the video during whole group instruction. If you are teaching the routine to one student (a more traditional way of using video modeling), introduce it right before you practice the routine.

2. Show the Video: Play the video and discuss what you notice. As the steps appear in the video, point to the corresponding visuals to reinforce learning.

3. Practice Time: After viewing the video, give students time to practice the routine. Make this a fun experience and remind them that it's just practice. Make sure you are providing a lot of positive feedback!

4. Point to Steps: Using the visual to guide students through each step of the routine is a great way to scaffold their learning. As you point to each step, you're helping them make connections between the visual cues and the actions required. This approach not only reinforces the routine but also familiarizes students with using the visual as a reference. Over time, as they gain confidence, you can gradually fade your support, allowing the visual to become an independent guide for them.

Running the Arrival Routine (In Real Time)

1.Train Your Paraprofessionals: To make certain paraprofessionals are fully prepared to run the routine, it’s essential to equip them with all necessary resources, including the video, a copy of the routine, and the corresponding visuals. Even if they were present during student practice and are familiar with the steps, an additional, hands-on demonstration can be beneficial. Meeting them at the bus to show how to effectively use the video and implement the routine reinforces their confidence and ensures consistency in following each step. This extra guidance can help ensure that everyone is on the same page and able to support students effectively.

2. Previewing Strategies: To ensure students are prepared, have them watch the video before they complete the routine. Here are a few ideas:

• Ask your paraprofessionals to show the video to students on their bus.
• Encourage caregivers to play the video before exiting the vehicle for students who don’t ride the bus.

3. Provide Feedback: Provide students with positive feedback when they’re following the routine correctly—simple phrases like “Good job doing ____!” are often effective. For those who need extra reinforcement, consider using a token board to motivate and track their progress.

Address errors immediately to prevent them from becoming habits, as habits can be challenging to break. Use a least-to-most prompting strategy to correct mistakes. For instance, if a student picks up their belongings but forgets to hang their backpack, start by pointing to the visual before they head to the classroom. If they don’t respond, add a verbal prompt by saying, “Hang backpack,” while pointing (see visual example below of the different prompts). Once they correct the action, reinforce their success with praise, such as, “Good job hanging your backpack!”

To the right is a prompting hierarchy from the Autism Helper. It starts with the least intrusive prompt and ends with the most intrusive prompt. Prompting hierarchies can vary, as students respond differently to types of prompts. For example, some students may find a verbal prompt more intrusive than a gestural one, while a student who is blind would not benefit from typical visual and gestural prompts. Tailoring the hierarchy to each student ensures that prompts are as effective and minimally intrusive as possible.

Each time your student goes through the arrival routine, review it using the video model and corresponding visuals. Once they feel confident and comfortable, gradually reduce the use of the video model and scale back on reinforcement. If there are long breaks, you can reintroduce the video model to help reteach the routine.

Check out the Fantastic Fall unit in Themes First!, which includes original songs, books, and activities that support students’ skill development and generalization with content that’s fun, accessible, and theme-based. These monthly units now include an expanded Social Studies suite, containing fun, theme-related activities that reinforce cultural engagement. Included in all Themes First! units are lessons, activities, and worksheets for group and independent work at a wide range of levels.

The next Themes First! release, I'm Going Places, will be ready to prep soon!

2023-2024 Tuesday Tips & Tricks Newsletters

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