Change schedule or routine

What is it?

Changing schedules or routines that are known to impact a student’s engagement can reduce the likelihood of refusal or disengagement. For example in the current routine, the student’s class is the first class to arrive at assembly. The student finds the arrival of other classes unsettling. By changing this routine so the student arrives after other classes are settled can increase the student’s engagement. The effectiveness of any change to schedules or routines will depend on good knowledge of the student and the possible environmental triggers for that student.

How do I use it?

1. Observe the student and record when the behaviour occurs.
2. Examine the data and determine if there is a pattern to when the behaviour occurs e.g. when other classes enter the hall for assembly. See the Alternative schedule of liked and disliked tasks and Environmental audit factsheets.
3. Adjust the schedule or routine e.g. allowing the student to enter the assembly hall last to minimise time in a noisy environment.
4. Observe and evaluate to determine if the change in routine had an impact on the behaviour. If not, reconsider the schedule adjustment e.g. change where the student sits in the assembly hall.

Age group

Appropriate for the following ages.

Where can I learn more?

Check other factsheets in this resource, including:

• Environmental audit – provides information about environmental influences that may impact on the behaviour
• Task sequence - provides information to assist with planning task order
• Choice making – providing choice gives the student a sense of control
• Alternative schedule of liked and disliked tasks – provides information to assist with planning a schedule
• Visual schedule? – provides information to assist with planning a schedule.