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Overview
Defined rules and routines are important components of educational programming for all
students, but particularly for individuals with ASD, whose learning differences may
present challenges in understanding expectations (Swanson, 2005). This module
presents strategies for designing and implementing rules and routines to support
students with ASD and promote success in school, home, and the community
Pre-Assessment
Pre-Assessment
Rules and routines support individuals with ASD by addressing which of the following
characteristics?
Select an answer for question 371
Difficulty w ith transitions
Rules and routines are two different strategies for establishing behavioral boundaries
and expectations.
Select an answer for question 372
The structure and predictability of rules and routines allow individuals with ASD to
manage information and meet the expectations of an environment.
Select an answer for question 373
Rules and routines are more comprehensible when paired with visual supports.
Select an answer for question 376
Attention
Individuals with ASD often demonstrate a myriad challenges related to attention. Quill
(2001) highlights problems with engaging and disengaging attention, which ultimately
affect attention-shifting skills. Another issue related to attention is over-selectivity, or the
tendency to attend to a limited number of environmental cues at one time (Reed &
Gibson, 2005). These differences in attention may influence an individual's ability to
meet expectations across environments throughout their day.
Independent Initiation
The National Research Council (NRC) (2001) identified personal independence as a
key component in instruction for individuals with ASD. However, individuals with ASD
often need high rates of adult prompting or supervision and are susceptible to
developing a pattern of waiting for prompts before initiating tasks (Hume & Odom,
2007). Prompt dependence interferes with the development of skills like initiation that
support independent functioning.
Individuals with ASD thrive in well-organized, highly structured environments (see AIM
module on Structured Teaching for more information). Rules and routines are important
components of such learning environments. The predictability of clearly defined rules
and routines promotes understanding and participation. Specifically, individuals with
ASD may rely on rules and routines to reduce confusion, to make predictions about an
event, and then to meet the expectations of the environment (Schuler, 1995). This, in
turn, frees individuals with ASD to shift attention to other information, such as
instruction, work tasks, and/or environmental cues. When they can better attend to,
organize, sequence, and store information, individuals with ASD can later access and
apply that information for meaningful purposes. Further, when better able to manage
information, individuals with ASD encounter fewer challenges related to transitions and
increased levels of independent initiation.
Being responsive to the needs of individuals with ASD requires developing and explicitly
teaching rules and routines that facilitate participation in many different environments.
Without explicitly taught routines, individuals with ASD may develop their own, which
are often not adaptive or effective (Mesibov, Shea, &Schopler, 2005). Meaningful and
functional rules and routines, in combination with visual schedules and many other
organization tools, assist individuals with ASD in understanding the environment and
becoming more flexible (Swanson, 2005).
In order to explicitly teach individuals with ASD to follow the rules across environments
throughout the day, it is important to understand the levels of rules they may encounter.
Parents may enforce a specific set of rules at home, whereas community and work
settings operate under certain rules. Most schools establish a broad set of building-wide
rules for students to follow. At the same time, individual teachers establish different sets
of rules for each of their classrooms. To complicate matters even more, there are also
different rules for certain areas of the school environment, such as the playground, the
cafeteria or the library.
Since individuals with ASD navigate many different environments during the day, initially
identifying one broad set of rules that applies across settings can help promote success.
Once they demonstrate understanding of and proficiency in following the broad set of
rules, establishing other environmental rules is helpful. Implementing a limited number
of concrete rules is important when developing rules. Rules should be observable and
clearly illustrate what the student SHOULD do, rather than simply what not to do. A rule
such as "no hitting" does not provide any information about what is desired or
appropriate. Alternately, "keep hands to self" or "keep hands on the table" specifically
describes the appropriate behavior.
After identifying which rules to teach, it is important to determine how to deliver
instruction. Specific steps include identifying who will provide explicit instruction, the
location of instruction, and the instructional strategies and supports needed. Family
members, teachers, paraprofessionals, related-service providers, and peers can deliver
instruction related to specific behavioral expectations of rules. Teaching occurs in each
of the environments where the rules apply in order to promote generalization. Explicit
teaching of each rule minimizes confusion and supports independence. For example, a
teacher may establish the rule "use nice words" as an expectation in her classroom.
Without direct instruction, an individual with ASD may not understand the categorization
of "nice words" versus "not nice words."
When individuals with ASD transition to a new activity, independent work tasks for
instance, beginning the activity may be challenging for them. However, often they are
able to complete a task independently once given a prompt to initiate. One strategy to
address this challenge is to provide a routine for independent work that clearly outlines
the steps required to begin and complete a task. This involves careful analysis of each
step to ensure that the individual is able to progress independently. Omitting a step may
cause the individual to become "stuck," or unable to move forward on the task
independently. A visual representation of the steps in the routine can support direct
instruction and provide an accessible reference once independence is expected.
The same strategy applies to group instruction or activities. Routine is inherent in many
group activities, but without explicit instruction, an individual with ASD may not
recognize the pattern. Additionally, creating, teaching, and practicing routines related to
less common events, such as emergency drills, can lessen anxiety and develop skills
for performance during the event. Such preparation can minimize the occurrence of
unsuitable behaviors when the event occurs.
Recognizing that Anna did her best work after a short break and a snack, Sheila made
this the first step in the after-school routine. Second was "take backpack to the office,"
followed by "complete homework," "have homework checked by an adult," then "put
completed homework in backpack." "Computer time" completed the routine. Sheila
decided the best presentation would be to have the steps written out and paired with
boxes to be checked off as the individual steps were completed. She posted the routine
on the bulletin board by the door where Anna could access it when she entered the
house after school.
Sheila reviewed and practiced the rule and routine with Anna for a few days, gradually
fading her support as she saw Anna becoming more proficient. Anna learned to follow
the steps independently and significantly increased the amount of homework she
completed each day. The image to the right shows the visual supports Sheila used to
teach Anna the new routine.
backpack and coat in the center of the room and go directly to his transition area to
check his schedule. Recognizing that Joey had developed a routine that was not
acceptable in their classroom, his teachers knew that they would need to create a more
appropriate morning routine for Joey to follow.
The teachers decided to develop a routine for arrival that included the steps Joey had to
follow when he came into the classroom each day. Once they determined the steps they
would address, they chose a picture symbol to represent each one and sequenced the
symbols on a strip of cardboard. For the next week, an adult met Joey each day as he
got off the bus and did a mini-lesson with him about his routine. After the lesson, the
adult prompted Joey through they steps of the routine in the classroom. Within a few
weeks of implementation of this routine, Joey's arrival in the classroom became much
more controlled and he was able to independently follow the steps in his morning
routine. The picture to the right depicts the visual supports used to implement Joey's
new rules and routines at school.
the bowling alley together. Angelo then arranged for Jose to watch the video each day
before Mike picked him up to bowl. Watching the video helped Jose understand the
change and learn the new routine for his outings. Because Jose's family presented the
change in a way he could comprehend (visually), his anxiety and fear significantly
decreased. Soon after, Jose was able to enjoy bowling as in the past.
Summary
The predictability of clearly defined rules and routines promotes understanding and
participation. Specifically, individuals with ASD may rely on rules and routines to reduce
confusion, to make predictions about an event, and then to meet the expectations of the
environment.
Rules and routines are not the same. Each is a different strategy for establishing behavioral boundaries
and expectations. Rules are statements defining behavior permissible in given situations or environments,
whereas routines detail the steps required in carrying out certain actions.
When designing rules for individuals with ASD it is important to determine what rules will
be taught, ensure that the rules are concrete and comprehensible, determine how the
rules will be taught and what structures and supports will facilitate understanding, and
finally determine how the rules will be enforced.
When designing routines for individuals with ASD, it is important to determine which
activities or behaviors to target by teaching a routine, perform a task analysis of the
routine, determine how to teach the routine and what structures and supports will
support that instruction, and determine how inevitable changes in routine will be
addressed.
Post-Assessment
Post-Assessment
Rules and routines support individuals with ASD by addressing which of the following
characteristics?
Select an answer for question 612
Rules and routines are two different components of establishing behavioral boundaries
and expectations.
The structure and predictability of rules and routines allow individuals with ASD to
manage information and meet the expectations of an environment.
Select an answer for question 614
Rules and routines are more comprehensible when paired with visual supports.
Select an answer for question 617
Discussion Questions
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REFERENCES
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