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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 attenti​on​ 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 vis​ual 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

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Last updated 18 September 2020