Recently, we explored effective steps for teaching classroom routines. Last week, we applied these strategies to establish an arrival routine. This week, we'll build on that by teaching a check schedule routine using the same approach, while introducing a new strategy. Here’s a quick refresher on the five essential steps for teaching routines:

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 a check schedule 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.

In the "Cue" section of the document, specify any additional supports needed to run the routine effectively. For instance, if you're teaching the student to take the top symbol on the schedule, we can write the cue "Take Top". As a reminder, a cue is a verbal direction while a prompt is the support our students need to complete the cue.

Visuals for routines should be customized to suit each student's needs.Below, you'll see a general routine visual (Example 1) that includes a picture for most steps. However, some students may find a multi-step visual overwhelming. For these students, try cutting out each step and attaching the visuals 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. For those who don't, place only the visuals they needs in the specific location where they'll complete that part of the routine. For instance, if a student needs a reminder to take the top symbol off the schedule, place that visual near the schedule (Example 3).

With the visuals prepared, you’re ready to teach the routine using the materials you've created. For this routine, I developed a social narrative that illustrates each step of the process.

Teaching the Check Schedule Routine

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

2. Read the Social Narrative: Read the story and discuss what you notice. As the steps appear in the story, point to the corresponding visuals to reinforce learning. You can also enlist a team member to model the stops as you read the story. To increase engagement, print out a story for each student so they can all follow along.

3. Practice Time: After reading the story, I like to sequence the events, or steps of the routine, using the 'I Do, We Do, You Do' approach. First, I complete the sequencing myself (I do). As I go through each step, I model the action. Then, I clear the sequence and invite volunteers to arrange each step (We Do). After practicing together, each student receives a cut-and-paste worksheet to sequence the routine as independently as possible (You Do). This can be done in whole group or in a center. I also provide a reference copy of the routine for each student. I like to offer two levels of support—one for matching and one for sequencing. See examples below.

Running the Check Schedule Routine

1.Train the Paraprofessionals: Walk through each step of the routine with your paraprofessionals—and for added effectiveness, consider incorporating role-playing! Use the visual supports you plan to implement and review any data collection methods with the team to ensure consistency.

2. Before Checking Schedule: With the many transitions throughout the school day, reading the social narrative before each one may not be practical. Instead, read it once at the end of morning meeting, just before checking the schedule for the next activity. During other transitions, have your team review and model each step of the visual sequence to keep it fresh.

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. Check out the prompting strategies below.

Prompting Strategies

Here 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 effective and as minimally intrusive as possible.

Each time your student follows the check schedule routine, review the corresponding visuals together. As they grow more confident and comfortable, gradually reduce reinforcement and your guidance with the visuals. After long breaks, consider reintroducing the social narrative 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, is ready to prep!

Resources for the New Year Series

STAR Media Center Updates

Caregiver Survey

Home-School Communication

Reset Checklist Visuals

2023-2024 Tuesday Tips & Tricks Newsletters

Feel free to contact me with any questions or concerns via email or phone. I'm also available to chat via Zoom Mondays from 7:30-8:00 AM and 3:00-3:30 PM. If these times do not work for your schedule, please email me and we will find a time that will work for both of us.

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