You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page.
Skip to Main Content
Skip to Primary Navigation
Skip to Secondary Navigation
Skip to Footer
Autism Hub
Autism Hub
It looks like your browser does not have JavaScript enabled. Please turn on JavaScript and try again.
Home
About us
Directory
Research
Eavesdropping on experts
Eavesdropping on researchers
Professional learning
Webinars
Workshops calendar
Autism Connect
Resources
Currently selected
Online transition resource
Queensland School Autism Reflection Tool
Guided Functional Behaviour Assessment tool
Literacy resources
Senior years resources
Student voice
Virtual visit
News
New Autism Hub Literacy resources
New Autism Hub senior years resources
Collaborations
South Brisbane Men's Shed
I CAN Network
Autism Queensland Teen Tech Shed
Contact us
content-left-bg.png
content-right-bg.png
Autism Hub
Resources
Online transition resource
Information for educators
Day-to-day routines
Supply teachers
In this section...
Day-to-day routines
Classroom activities
Outside play time
Specialist lessons
Ending the day
Supply teachers
Currently selected
Starting the Prep day
Before the bell
Group and mat time
Eating and getting ready to play
Packing up and finishing tasks
LeftAsideZone0_1
LeftAsideZone0_2
Supply teachers
WebPartZone0_1
WebPartZone1_1
PublishingPageContent
Page Content
Following rules and routines
Possible issues
withdrawal from activities
insistence on being in control of activity or sequence
insistence on known routines, rules or sequences
resistance to new or altered activities, routines, sequences or rules
preoccupation or fascination with a specific topic or subject
not wanting to follow rules and routines of unfamiliar person.
Possible reasons for issues developing
new or different person to interact with; difficulties predicting what this person will do, say, expect of them
communication challenges: understanding spoken and written instructions, information and discussions; responding to a new communication partner; requesting information, assistance and or items, variations in expectations
variations and changes to social routines and expectations
sensory processing differences: changes to sensory information due to busyness and noise of classroom can be distracting
motivating and strengths-based tasks are less likely to be known and included
difficulties predicting what will happen next and what is required of them so avoids or withdraws from activity or lesson or chooses own topic of interest or own sequence
flexible thinking and executive functioning challenges: coping with changes or variations to usual rules and routines and sequences
limited opportunities to practise supply teacher routines and rules
limited understanding of alternate responses or options if known routine or sequence is not followed.
Suggested strategies and tips
use visual supports to enhance understanding: list of tasks, schedule showing what will happen after the lesson; visual cues and prompts; visually clear work systems and sequences; visual marks to show where to sit, stand, wait, participate
use ICT applications which allow for new or changed visual supports to be accessed immediately via a tablet; teach all staff to use application
clearly include interests and strengths in the schedule or list of tasks to provide motivation
use peers to support engagement: as models; scribes; as buddies using ICT; as helpers, demonstrators and explainers
reduce expectations to ensure success: limit transitions (changes) between tasks and activities; reduce number and complexity of tasks; increase access to preferred or strengths based tasks; provide frequent breaks
use known routines, sequences and work systems to support engagement; ensure visual supports, routines and work systems are labelled and available for all staff to use
consider and adjust if possible the sensory environment: classrooms with supply teachers can be noisier and busier so the student may need extra breaks, sensory tools (fidget toys, headphones) or access to a quiet work area more often.
Motivation and engagement
Possible issues
withdrawal from activities or interaction
insistence on being in control of activity or sequence
preoccupation or fascination with a specific topic or subject.
Possible reasons for issues developing
communication challenges: understanding spoken and written instructions, information and discussions; responding to new communication partner; requesting information, assistance and or items
sensory processing differences: changes to sensory information due to busyness and noise of classroom can be distracting
information sharing between Prep staff, supply teachers and parents may be reduced so motivating and strengths based tasks or routines are less likely to be included
difficulties predicting what will happen next and what is required of them so avoids or withdraws from activity or lesson or chooses own topic of interest
difficulties coping with varied or changed expectations, become upset and then finding it difficult to focus on important detail of lesson.
Suggested strategies and tips
use
visual supports
to enhance understanding: a list of tasks, schedule showing what is the same and what is different; visual cues and prompts; visually clear work systems and sequences; visual marks to show where to sit, stand, wait, participate
clearly include
interests
and strengths in the schedule or list of tasks to provide motivation
consider using ICT applications to provide instant visual supports and alternate options of presentation or demonstration (digital story books, Explain Everything, Creative Book Builder)
differentiation tips for students with ASD
use
peers
to support engagement: as models; scribes; as buddies using ICT; as helpers, demonstrators and explainers
use known routines, sequences and work systems to support engagement even if peers are following a different routine
teach and explain the language needed for change such as today, tomorrow, next, after, different, same, new, okay
use concrete and real examples to support understanding of different or new expectations: link new to known activities such as Mrs ___ will be back in Prep C when you have show and tell tomorrow
provide warning (photo, story, information to parents) when possible to support
understanding of the change
check that important information is clearly displayed and available for supply teachers: hand over routines for the beginning and end of each session including play breaks; end of day procedures and plans; communication with parents; the daily routine and schedule; where to go/ask for assistance or guidance; buddy staff etc.
Further information
Student information for supply teachers
WebPartZone1_2
WebPartZone2_1
WebPartZone2_2
WebPartZone2_3
WebPartZone3_1
WebPartZone3_2
WebPartZone3_3
WebPartZone3_4
WebPartZone4_1
WebPartZone5_1
WebPartZone5_2
WebPartZone6_1
WebPartZone6_2
WebPartZone7_1
WebPartZone7_2
WebPartZone8_1
WebPartZone8_2
RightAsideZone0_1
RightAsideZone0_2
RightAsideZone0_3
WebPartZone9_1
Last updated 24 January 2022