Introduction to Functional Routines
Portions of the information in this handout were taken from
the STAR Program Manual, published by Pro-Ed, Austin,
TX (Arick, Loos, Falco, and Krug, 2015) and should not be
copied without the authors’ permission. This handout is
to be accompanied with a live training from STAR Autism
Support. It is not intended to be a stand-alone document.
Workshop Handout
© STAR Autism Support 2011 | 503.297.2864 | www.starautismsupport.com
Functional Routines
ORGANIZING THE
STUDENT’S DAY
FOR SUCCESS
Introduction to
Functional Routines
STAR Program Workshop
Portions of the information in this handout were taken from the STAR Program Manual, published by Pro-Ed, Austin, TX (Arick, Loos,
Falco, and Krug, 2015) and should not be copied without the authors’ permission. This handout is to be accompanied with a live
training. It is not intended to be a stand-alone document.
© STAR Autism Support Inc 2010
www.starautismsupport.com
2
What Are Functional Routines?
Why are Routines Important?
 Activities students do throughout the school day/focus on inclusion
in gen ed classrooms, when appropriate
 All routines have a beginning, middle and end
Teaches essential skills needed for independence throughout
the student’s life.
• Snack



Students exhibit fewer behavior problems when engaged in
appropriate and meaningful routines throughout the day.
Sit at table
Eat food
Clean up
 Students need to be taught skills to make the routine both
functional and meaningful
Less down-time
for students!
• Snack



Share/talk to friends
Request/make choices about what they want to eat
Follow directions (clean-up)
Routines create teachable moments throughout
the school day
Provide structure to the student’s day
Can assist families with community activities and home routines
• Snack

Routines tell students “what to do”


 Opportunity to generalize skills learned in other STAR DT/PRT
lessons


Provides opportunities
for inclusion
Requesting (PRT)
Counting food items (DT-academic programs)
Provides access to the general education environment even when
the student may not be able to complete the academic work
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4
Routines are Taught at Each Level
of the STAR Program
STAR Program Functional Routines
Routines become increasingly more complex at each level
• Example: Arrival Routine
• Level 1: Child walks within 2 feet of adult, adult says “walk with me
• Level 2: Child walks slightly ahead of adult and finds their own way to class; child says
“hi” to adult and child during the arrival routine
• Level 3: Child walks to classroom with other children; child goes to desk in
mainstream/inclusion class and gets out work
Routines are provided in each of the following areas
•
•
•
•
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Transition routines
Self-care routines
Work routines
Inclusion routines
Group Routine
Free-time routines
Play/social interaction routines
 Academic routines



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1
Natural Cue:
Cue/Response/Consequence/Pause
Embedded Cue:
Arrival Routine
Cue (Natural Cue)
Classroom door
(adult moves behind
child)
Response
Child opens
classroom door
and enters
Arrival Routine
Consequence
Able to enter
classroom
Pause
Cue (Embedded cue)
Child focuses on
next environmental
cue
Consequence
Pause
(after child enters
classroom)
Adult stands faceto-face with child
and says, “Hi”
(adult determines need
to prompt attention to
natural cue)
Response
Child looks at
adult and
communicates
“Hi”
Adult smiles and Child focuses on
moves out of
next environmental
cue
child’s way
(adult determines need
to prompt attention to
natural cue)
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How to Teach Routines
Student
Response
Pre-teaching
What step do you Skill Acquisition:
want the student • DT
• PRT
to complete?
• Communication
Systems
During Routine
Teaching
During routine
instruction should
include:
Environmental
Supports
Provide supports
throughout the routine:
•Prompting/fading
strategies
•Reinforcement
strategies
•Data collection to
guide instruction
•Environment (room
arrangement)
•Tasks (task strips)
•Time (visual
schedules)
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How to Teach Routines
Student
Response
Pre-teaching
What step do you Skill Acquisition:
want the student • DT
• PRT
to complete?
• Communication
Systems
During Routine
Teaching
During routine
instruction should
include:
•Prompting/fading
strategies
•Reinforcement
strategies
•Data collection to
guide instruction
Environmental
Supports
Provide supports
throughout the routine:
•Environment (room
arrangement)
•Tasks (task strips)
•Time (visual
schedules)
Target foundational skills during individual instruction
Routine Task Analysis
Transition Routine
Blackline Master Book
Level 1: Transition
Page: 42
2
Example Visual Supports for the
Transition Routine
Example Visual Supports for the
Transition Routine
Student Response
Student checks
schedule
Visual Supports
“check schedule”
icon (checkmark
icon, poker chip,
etc.)
Transition Routine
Student
Response
Visual Supports
Student goes to
location for next
activity
Remove icon
from schedule
and “match” to
corresponding
icon in consistent
location
Transition Routine Videos
16
Simple Beginning Wall Schedule with
“Check Schedule Icon”
Transition to Check-off Schedule
17
18
3
Wall Schedules
Color coded tables
or cubicles for DT
and PRT rotations.
Written Schedules
Written Schedule with Choices
22
Copies Words from Back of Clipboard
Picture Schedule
23
4
Electronic Schedules
vizZle
More Schedule Ideas
www.monarchtt.com
25
SNACK Routine Video
Snack Mats
Name
Recognition
Cues for
Teacher
Visuals for
Requesting
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28
RECESS Routine Video
Mini Communication Book for Snack
More information go to www.pecs.com
29
30
5
Organize Recess
Choice
Sequence
Choice
Options
Media Center
Student Makes
Choices
31
Themes First
32
Routine Essentials: Recess
34
33
Supports for Organization
Supports for
Work
Completion
6
Circle - Mini-Schedule
Computer Task Strip
Use backward chaining
for immediate success
38
37
Small Group Routine Videos:
Out of the Bag and Science
Level 1 Lesson 1
Arrival
39
40
41
42
Example STAR Routine
ARRIVAL: LEVEL 1
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ROUTINE DATA
Independence Measurement Scale
4 = No added prompts (independent)
3 = Verbal or gesture prompts
2 = Physical prompt for part
1 = Physical prompt for all or most
0 = No response
n/a = Not applicable
43
Arrival Routine: Video
44
Tips for Routine Data Collection
Assign a staff member to take routine data one time
per week
Select 1-3 routines per student for data collection
and identify instructional programs around these
routines
Put routine data sheets on a clipboard and post near
where the activity takes place (circle time, inside
door where students arrive)
Arrival Routine Document
hyperlinks\FR.I.1 Arrival scored-revised.doc
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Look Towards the
Future
Routine Video
“Purchasing An Item”
According to the U.S. Department of Labor Statistics, the
unemployment rate for individuals with disabilities is 78.5%.
Reports from the National Center for Educational Statistics and
the Department of Education show that only 43% of people with
disabilities will graduate high school with a diploma.
March 20, 2013
Autism Society of America Newsletter
48
8
Correct Errors Effectively and Avoid
Development of Error Patterns
If children with autism practice errors, they
will learn error pattern as part of routine
Strategies, Suggestions
and Reminders
Use a fourstep
correction
procedure:
1. Stop the child as soon as he starts to make error
2. Put cues back in place for segment of routine
3. Have child try again with sufficient prompts and give mild
reinforcement
4. If possible, have child try segment or whole routine again
soon with less directive prompts and reinforce improvement
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Using Reinforcement and Shaping
Embed currently effective reinforcement within the routine
Arrange daily schedule to reinforce completion of new routine with
preferred activity/routine
Use token reinforcement, if needed and if effective
Use primary, sensory, or activity reinforcement, if needed
Pair age-appropriate social attention and praise with other
reinforcement
Fade added reinforcement
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