Packing up and finishing tasks

​​​​​Following group instructions

Possible issues

• resisting change
• not responding to whole group instructions
• difficulties with coping with finishing;
• waiting between tasks.
  

Possible reasons for issues developing

• reluctance to start any activity in which he or she is not able to accurately predict the outcome (new or challenging)
• feeling out of control; seeking predictability as routine is not yet predictable for the individual
• difficulties learning new routines or coping with change
• communication breakdown; may not comprehend all verbal instructions
• flexible thinking challenges; changing activities results in uncertainty, staying on the one task means predictability and being in control
• difficulties distinguishing which sound to focus on such as listening to fan clicking not teacher's voice or unaware that when the teacher speaks, you need to listen to what they are saying.
  

Suggested strategies and tips

• provide a visual list of tasks​, including a motivating task at the end of the list
• use an image or photo of the next activity as a prompt that it is time to pack up and change activities so the student is able to predict what will happen next
  
• avoid discussions or arguments; redirect student to their list
• as the student may be accessing the list while stressed​ and or anxious, ensure it is simple, concise and unambiguous
• use a finished box so student may place items/task into box creating a finishing routine which does not have social, communicative or sensory challenges to it
• provide increased structure when waiting such as a chair to sit on, chalk mark to stand on, go back to desk, or preferred task to do while waiting
• ensure you gain the student's attention before giving verbal instructions
• augment or enhance verbal instructions with visual cues or natural prompts such as pointing or shhh gesture
• consider the classroom communication​ needs of the student.​

Organising equipment and your body

Possible issues

• organising equipment
• organising your body (sitting, moving, and walking without bumping into others).

Possible reasons for issues developing

• executive functioning challenges; knowing where to start, how to prioritise, what is next
• difficulties integrating information from the all the senses at one time
• sensory seeking or sensory avoiding behaviours to block out input if packing up is too busy, noisy or overwhelming
• a reliance on visual learning means the student may be seeking visual cues or visual consistency (not wanting the visual picture to change) thus the student may be reluctant to unpack or pack up as this will change their picture.

Suggested strategies and tips

• provide visual cues such as a map of where to place items when packing away
• use a finished box which clearly defines where the student needs to place items
• specify what packing up is: "Put away 10 blocks" or "all the puzzles" so student knows what to actually do
• provide cues of where to put equipment and your body such as a desk map (where to place pencil box, drink bottle, arms) or a cue card of what to do with your hands while waiting (cross them in your lap, use a fidget toy)
• provide a heavy lifting task for student to carry between activities or environments to help provide calm constant feedback to the sensory system while also providing them with a clue of what to do with their body
• provide sensory tools such as earphones, fidget toys, blue tack etc as required
  
• give a specific job (e.g. "Put all the books on the book shelf") then allow student to leave packing up activity if overwhelmed.​​
  

Increasing independence

Possible issues

• reliance on adult to prompt to change to next activity
• passively avoiding tasks.

Possible reasons for issues developing

• difficulties predicting what will happen next
• not motivated by same activities as other students
• not engaged; happy for adult to take control
• difficulties completing task
• distracted or overwhelmed by sensory input
• cognitive difficulties or immaturity
• overwhelmed by demands
• unable to clearly see the beginning and the end of tasks
• over reliance on adult's verbal instructions (prompts).

Suggested strategies and tips

• ensure routine​ is clear, simple and predictable
• use a visual list​: student can move completed tasks to finished box or completed side of list once done; include preferred task/activity last to motivate student to complete tasks independently
• limit number and complexity of tasks initially while developing independence
• minimise verbal prompts and maximise natural prompts: leave out part of preferred activity so student has to ask for it; put preferred items in view but out of reach so student is motivated to learn to develop skills to request items or help
• plan to fade verbal prompts
  
• teach necessary skills to develop independence such as opening to correct page, getting equipment, opening bags containing games
• teach skills to request assistance
• prompt pe​ers​ to allow student time to complete tasks before offering assistance.

Further information is available in general manage​ment strategies and tips for success​.

Further information

• ​Tips for supporting smooth transitions between tasks and activities​.