Rules and routines can be developed differently depending on situations or people. Develop rules or desired behavior for a setting. Observe the student’s daily routines and activities and prioritize individual needs.Ģ. Determine the most important rules or routines. The following steps may be used to develop rules and routines for a student:ġ. Rules and routines can be used at home and school. It is also suggested that rules and routines be posted and presented to the student in a visual format. The teacher may set up a time for the student to read and repeat the rules in a daily routine. saying “Walk quietly in the hallway” instead of saying, “Do not run in the hallway”). It is suggested that the rules and routines be explained and stated using positive words (i.e. Rules and routines must be established for a student to follow in class or other places in school,including transitions. For example, highly structured programs, such as the TEACCH model, the LEAP model, or Pivotal Response Training, show how consistent application of rules and routines facilitates student learning. Students with autism are more likely to engage in activities in those situations.

For example, it is widely known that many individuals with autism benefit from structured environments in which they understand the rules and routines. However, this characteristic of autism can be applied in a positive way. Students may insist upon the same routine or environment and be upset or even have an emotional meltdown if the sameness is broken by unexpected changes or people. Their tendency to follow rules and routines often causes problems for adaptive functioning, including daily living skills, communication, and social interactions.

Generally, students with autism have rigid patterns of thinking.

Daily schedule for utsism 1st grade kid