Ending the day

​​​​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

• Fa​milies section​
  
• Travelling to and from​ school​
• After school h​ours care​