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Autism Hub
Resources
Online transition resource
Information for educators
Day-to-day routines
Ending the day
In this section...
Day-to-day routines
Classroom activities
Outside play time
Specialist lessons
Ending the day
Currently selected
Supply teachers
Starting the Prep day
Before the bell
Group and mat time
Eating and getting ready to play
Packing up and finishing tasks
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Ending the day
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Finishing activities and making sense of the day
Possible issues
finishing and packing away tasks
confusion regarding expectations/routine and what has been completed
repetitive behaviours including repetitive questions
withdrawal or passively resisting routine.
Possible reasons for issues developing
flexible thinking: resistance to finishing tasks and going to new environments; loss of structure and predictability
executive functioning: student may need support with recalling, organising and sequencing the day's events
some events may appear 'unfinished' to the student making it difficult for them to accept it is time to leave the classroom
sensory processing: packing up and transition times usually provide more noise, movement and 'busyness' which may be upsetting to some students
communication: the student may miss the whole class verbal instructions or cues of what is happening now and what will happen tomorrow
the student's ability to communicate what has happened that day to his or her family may be inconsistent.
Suggested strategies and tips
ensure you gain the
student's attention
before giving verbal instructions
provide warning of upcoming change of activity/end of day so student starts to be prepared e.g. "In three minutes you need to..."
ensure prompts are provided one step at a time e.g. not three step instructions
limit sensory input as much as possible by staggering transitions and other movements and even allowing the student to organise his or her bag earlier to manage arousal levels
provide student with alternative behaviour to do such as look at their interest book to limit waiting time
consider providing a calming or quiet activity for the student to engage in before the busy end of the day routine begins
consider options for the student to go through their day to see that school time is finished by having a last look at the schedule; gluing or saving in order the day's or session's activities; getting images to email home; preparing the schedule for tomorrow; drawing any concerns to be followed up etc
develop routines for unfinished work or tasks such as putting them into a folder to go home or a set area on the teacher's desk to provide the student with an option of what to do when they haven't finished
include an image or photo of out of school hours care (OSHC)/home/mum on the schedule to indicate that is next after goodbye
consider home-school communication options to support effective and efficient communication of important information and events
examine the beginning and end of day routine: do they prepare the students for the day, complete the day, indicate the end of the day etc.
Packing bag
Possible issues
locating and organising belongings
packing bag.
Possible reasons for issues developing
executive functioning difficulties: knowing where to start, how to prioritise, what is next
difficulties processing routine
flexible thinking: becoming upset if preferred items are out of sight or difficulties coping with a change of activities or environment (even if the student wants to go home).
Suggested strategies and tips
use a consistent routine and add structure whenever possible to provide predictability
teach skills to request assistance
use visual cues such as a list to prompt student of all steps or a next activity photo
limit sensory input as much as possible by staggering transitions and other movements and even allowing the student to organise his or her bag earlier to manage arousal levels
provide a list of steps near or attached to the bag
assign a
peer
helper to allow the student to pack his or her bag at a less busy time in the afternoon.
Leaving the classroom
Possible issues
resistance to leaving the classroom
repetitive questioning
overly active and or running away.
Possible reasons for issues developing
flexible thinking - resistance to finishing tasks and going to new environments
difficulties predicting or uncertainty regarding where they are to go to and with whom
becoming overly excited and aroused by the movement and change
the student may not know what else to do to calm themselves or get the information they require.
Suggested strategies and tips
use a consistent routine and add structure whenever possible to provide predictability
ending the day with a set activity/song/routine/job helps the student predict what will happen next and what they will need to do
provide a story-based intervention to teach alternative behaviours such as saying goodbye to the teacher, walking with hand held to OSHC or with mum, getting in car, putting seat belt on etc; include the benefits (reward/motivation) for walking calmly to the car/OSHC etc
consider alternate plans if
safety
is a concern, such as an adult takes the student to OSHC just before the end of the day or after all other students have been signed in; teacher has student 'help' with finishing day routine or packing away; or mum collects five minutes earlier and takes student to playground
plan for a 'hand over' from school staff (teacher or teacher aide) to after school adult (parent or OSHC staff) including some brief information via previously established communication method (book, email, note, etc)
use
visual lists
of tasks and routines to establish routines for OSHC or travelling home after school
consider
break
or quiet areas and rules for break or quiet areas at home and OSHC
consider options for student have some quiet time alone with minimal interactions such as watching a preferred DVD immediately after the school day to help them calm and manage stress.
Further information
Families section
Travelling to and from school
After school hours care
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Last updated 18 September 2020