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Autism Hub
Resources
Online transition resource
Information for educators
Day-to-day routines
Packing up and finishing tasks
In this section...
Day-to-day routines
Classroom activities
Outside play time
Specialist lessons
Ending the day
Supply teachers
Starting the Prep day
Before the bell
Group and mat time
Eating and getting ready to play
Packing up and finishing tasks
Currently selected
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Packing up and finishing tasks
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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
peers
to allow student time to complete tasks before offering assistance.
Further information is available in
general management strategies and tips for success
.
Further information
Tips for supporting smooth transitions between tasks and activities
.
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Last updated 18 September 2020