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Sample morning routine checklist
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Teachers spend the first few days of school teaching routines to children that will help transitions in the classroom between different activities. When children have difficulty, they move more slowly and/or require teacher prompting. A picture activity schedule intervention (Breitfelder in Teach Except Child Plus 4(5):2-15, 2008; Bryan and Gast in...
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... These resources, for example, visual time programming, photographs, picture cards, and labels have been used to develop students' communication skills(Arthur-Kelly et al., 2009;Spriggs et al, 2017;Watson & DiCarlo, 2016). The resources are said to have a positive input due to their structure(Rutherford, Lahood-Kullberg, Baxter, Johnston, & Cebula, 2020). ...
... Σε γενικές γραμμές, δηλαδή, το ημερήσιο πρόγραμμα αφορά την οργάνωση του ημερήσιου χρόνου σε ένα τμήμα ή μια δομή αγωγής και φροντίδας και χαρακτηρίζεται από συνέχεια, ενώ οι ρουτίνες αναφέρονται σε δραστηριότητες και διαδικασίες που πραγματοποιούνται σε τακτά χρονικά διαστήματα (Ostrosky et al., 2003). Ωστόσο, ένα κοινό σημείο ανάμεσα και στις δύο έννοιες είναι ότι θα πρέπει να χαρακτηρίζονται από ευελιξία (Sandall & Schwartz, 2008;Watson & Dicario, 2015). Έτσι για παράδειγμα, μια ρουτίνα που ενδεχομένως να έχει καθιερωθεί σε μια τάξη μεταξύ του/της παιδαγωγού και των παιδιών, θα μπορούσε να έχει την ακόλουθη μορφή: κάθε μέρα μετά το πρωινό, τα παιδιά του τμήματος εισέρχονται στην αίθουσα και συγκεντρώνονται στον κύκλο. ...
Στην παρούσα εργασία αναλύεται η σημασία που έχουν οι ρουτίνες στην πρώιμη παιδική ηλικία, τόσο στο οικογενειακό περιβάλλον, όσο και στις δομές αγωγής και φροντίδας. Από τις πρώτες ημέρες της ζωής του παιδιού, οι ρουτίνες διαδρα- ματίζουν βασικό ρόλο στη δημιουργία μοτίβων προβλεψιμότητας και ασφά- λειας, επηρεάζοντας θετικά τη γνωστική, συναισθηματική και κοινωνική ευημε- ρία των παιδιών. Στην αντίθετη περίπτωση, ένα περιβάλλον με έλλειψη σε στα- θερές ρουτίνες μπορεί να προκαλέσει στο παιδί άγχος και δυσκολία προσαρμο- γής. Ως προς το περιβάλλον των βρεφονηπιακών σταθμών, οι ρουτίνες αποτε- λούν μέρος της παιδαγωγικής διαδικασίας, υποστηρίζοντας την αυτονομία, την αυτορρύθμιση και την κοινωνική αλληλεπίδραση των παιδιών. Η εργασία επικε- ντρώνεται επίσης στις «ρουτίνες φροντίδας», οι οποίες αποτελούν σημαντικό μέ- ρος της καθημερινότητας στις δομές αγωγής και ενισχύουν την ανάπτυξη υγιών σχέσεων και συναισθηματικής αυτορρύθμισης του παιδιού. Τέλος, επισημαίνεται ότι οι ρουτίνες αποτελούν πηγή γνώσεων και εμπειριών για το παιδί και για αυτό θα πρέπει να διαμορφώνονται ως διασκεδαστικές και ελκυστικές δραστηριότη- τες, ώστε να μην αντιμετωπίζονται ως υποχρεωτικές και βαρετές, αλλά ως ευκαι- ρίες για μάθηση και ανάπτυξη.
... This intervention serves as a vehicle to foster social communication, providing a context for community membership. Although an abundance of literature exists identifying meaningful outcomes of visual supports in early childhood and early intervention settings (e.g., Watson & DiCarlo, 2016;Zimmerman et al., 2017), this study extends this literature to the adult population of individuals diagnosed with ASD and other DD. ...
Adults with intellectual and developmental disabilities frequently experience poor life outcomes, with individuals reporting lower levels of social support, relationships, gainful employment, and satisfaction in their quality of life. To ameliorate these outcomes, social skills and social communication interventions aligned with the needs of adults are warranted. This study examined the efficacy of Snack Talk, a supplemental naturalistic visual communication support, with five adults with intellectual and developmental disabilities. Snack Talk was implemented during the midday mealtime, with the goal of increasing conversation engagement. A withdrawal design across participants was used. Results demonstrated increases in conversation engagement and showed meaningful gains for participants in the intervention and postintervention phase compared to baseline.
... However, routines are not limited to the children's family environment as they are also an important part of the nursery's daily schedule. More specifically, routines are defined as activities that are usually repeated daily in the same or similar way at relatively fixed times and are an integral part of the pedagogical process (Watson & Dicario, 2015;Post & Hohmann, 2000). Some of the routines are found in all nurseries, while some of them are found only in specific classes. ...
... In general, the schedule refers to the division of time into activities and is characterized by a continuity, while routines refer to activities and procedures that occur at regular intervals (Ostrosky et al., 2003). However, both should be characterized by flexibility (Watson & Dicario, 2015;Sandall et al., 2008). ...
... Regarding routines, a wide variety can be identified and divided into categories without the boundaries always being distinct. That division can be made according to the (Watson & Dicario, 2015;Sandall et al., 2008;Sandall et al., 2005;Ostrosky et al., 2003;Post & Hohmann, 2000): (a) frequency with which they are applied (daily, weekly, monthly, occasionally, etc.), (b) educational circumstance (during the child's welcome-departure, during free activities, at lunch, at break time, etc.), (c) place where they occur (in the circle, in the yard, in play corners, etc.), and (d) the goal they have (children's transition, interaction, rule-keeping, evaluation, self-evaluation, development of thinking, etc.). ...
Daily routines in nurseries are among the key elements of their program. Specifically, routines are essential to the function of nurseries, while providing children with stability and a safe environment for exploration and learning experiences. However, compliance with health protocols for covid-19 has brought about significant changes in the way they operate. The aim of this study is to explore the views of 31 educators working in nurseries in Attica (Greece) with children under the age of 3, on how the restrictions they must adhere to have affected the quality of their daily routines and, by extension, the children themselves. A semi-structured interview was chosen for data collection. The results of the survey showed that the quality of the children's morning welcome, morning circle, play corners, outdoor play, outdoor walks, lending library and lunch routine, have deteriorated. In addition, educators report that children feel disorganized and unsafe to explore the environment and have limited learning experiences. Finally, the results of this study may contribute to the scientific literature on the effects of covid-19 and provide useful information for educators.
... Another study found that incorporating a timetable of drawing activities into kindergarten classroom routines increased children's independence while also reducing the need for teacher reinforcement (Watson & DiCarlo, 2016). Brainstorming strategies can also be utilized in regular classroom activities to encourage youngsters to participate and think critically about even the most basic issues or themes. ...
p>At the beginning of the learning process, class routines in the form of basic talks, songs and games are one way for kindergarten children to get used to practicing English at a young age and building their self-confidence to communicate with their friends. Thus, the aim of this study was to elaborate the mentoring activity in training teachers on how to incorporate various activities into the classroom routine. Four female teachers of an Islamic private Kindergarten participated in the mentoring program. This is a case study design of qualitative research with classroom observation and interviews. The study revealed that teachers were able to demonstrate some classroom activities through short dialogues, songs and games. It indicated that mentoring activity is found to provide participants with benefits and satisfaction, as well as the potential to motivate them to practice with kindergarten children in classroom.
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... VAS are recommended for use with students with developmental disability (Lequia et al., 2012), sensory impairments (Raver et al., 2013), social and behavioral delays (Zimmerman et al., 2017, or students with typical development (Watson & DiCarlo, 2016). Numerous reviews of the strategy indicate VAS are effective with students from early childhood to adulthood (Banda & Grimmett, 2008;Bopp et al., 2004;Ganz, 2007;Knight et al., 2015;Koyama & Wang, 2011;Lequia et al., 2012Lequia et al., , 2015Rispoli et al., 2011). ...
Purpose: Many speech-language pathologists experience challenging behavior during service delivery, and also report minimal training in effective behavior management strategies. The purpose of this tutorial is to present low-effort behavior management strategies that SLPs can adopt, adapt, and implement.
Method: After providing an overall rationale for effective behavior management strategies, we present two evidence-based behavior management strategies aimed at improving positive behavior and engagement. We provide descriptions, steps, and applied examples for implementing visual activity schedules and behavior specific praise. We include three implementation scenarios and resources for SLPs to access specifically tailored to SLP practice.
Conclusion: Visual activity schedules and behavior specific praise are two flexible behavior management strategies that can be collaboratively created by SLPs and educators and implemented during a variety of instructional arrangements during speech and language therapy. Implementing evidence-based behavior management strategies may improve students’ engagement and achievement in speech and language-focused outcomes.
... Visual activity schedules (VAS) refer to static images used to represent a singular or chained behavior. Recent reviews have suggested that VAS is an evidence-based approach for increasing independent transitions between activities and on-task behaviors during activities for students with disabilities; most research on VAS has focused on individuals with autism spectrum disorder (Knight et al., 2015) and intellectual disability (van Dijk & Gage, 2019), while two studies implemented VAS with students at-risk or without disabilities (Watson & DiCarlo, 2016;Zimmerman et al., 2017). Across studies, children typically displayed increases in independent transitions within routines and completed activities with fewer adult prompts. ...
... Verbal prompts given by the teacher decreased between baseline conditions (mean = 1.17) and VAS conditions (mean = 0.73). A reduction in teacher prompts when using the VAS was also noted by Watson and DiCarlo (2016). It is important to note that delivering additional prompts did not count as treatment error. ...
... The current study extends previous literature that found positive effect of VAS on students considered at-risk (Zimmerman et al., 2017) and positive effects of VAS in completing classroom routines (Watson & DiCarlo, 2016). This study adds to the literature by using the general education teacher as the primary interventionist and using a simple VAS that did not require extensive training for the student. ...
A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided.
... The vast majority of the literature on activity schedules has focused on its application to individuals with ASD or other developmental disabilities. However, the utility of activity schedules has also been examined with children of typical development in school settings (e.g., Doke & Risley, 1972;Watson & DiCarlo, 2015). For instance, Watson and DiCarlo (2015) found that a visual activity schedule increased independent completion of classroom routines by a kindergarten student and decreased the need for teacher prompting. ...
... However, the utility of activity schedules has also been examined with children of typical development in school settings (e.g., Doke & Risley, 1972;Watson & DiCarlo, 2015). For instance, Watson and DiCarlo (2015) found that a visual activity schedule increased independent completion of classroom routines by a kindergarten student and decreased the need for teacher prompting. The utility of activity schedules with children of typical development remains an understudied area and applications beyond the classroom are largely an unexplored area of research. ...
Activity schedules consist of a series of visual discriminative stimuli, arranged in booklets or binders, which function as prompts for appropriate behavior. Although activity schedules are useful, their typical presentation in binders can be cumbersome and stigmatizing, placing additional barriers for independence and inclusion. The purpose of the present studies was to evaluate the usefulness of a wearable activity schedule and determine whether prompts provided by it would be sufficient to support completion of a complex chain of behaviors by young children. In Experiment 1, the Octopus watch® provided prompts to children of typical development to complete a morning routine independently. In Experiment 2, the usefulness of the watch was evaluated in children with autism spectrum disorder engaged in play activities in a clinical setting. In both experiments, children reliably displayed a greater proportion of independent engagement in target behaviors when prompts were delivered by the watch compared to control conditions.
... This schedule includes clocks for children learning to tell the time. and is associated with preventing challenging behaviors, especially during transitions (Watson and DiCarlo 2016). There is emerging evidence that the use of visual activity schedules increases engagement and on-task behavior, including for children who have difficulties with focus and attention (Cirelli et al. 2016;Raver et al. 2013;Zimmerman et al. 2017). ...
This conceptual article describes key considerations for elementary school personnel to ensure social emotional multi-tiered systems of supports (MTSS) are adapted for kindergarten classrooms. Kindergarten represents a unique developmental period of early childhood when 5 to 6-year-old children transition into formal schooling and experience a learning environment that places greater emphasis on children’s independence, adherence to routines, and academic goals. This increase in demands may place stress on children’s social emotional competencies. School personnel may find existing practices associated with their elementary schools’ social emotional MTSS have not been adapted to meet the developmental needs of kindergarteners; this article describes ways to adapt existing universal, targeted, and intensive social emotional supports for kindergarten. Key considerations for administrative personnel are presented.
... Completed tasks or activities are marked, removed, or checked off and upcoming activities are signaled, touched or pointed at by students and instructors. Increased independence, on-task behavior, and compliance with transitions and classroom routines, have been demonstrated after effective implementation of this strategy by teachers in mainstream classrooms (Macdonald, Trembath, Ashburner, Costley, & Keen, 2018;Watson & DiCarlo, 2016). ...
The benefits of inclusion classrooms for students with Autism Spectrum Disorders have been frequently acknowledged by parents, instructors, and professionals in education settings. However, despite the general support for inclusion classrooms, students with autism often struggle academically. Among some of the factors that contribute to this outcome are: problems of student motivation, ineffective consequences for academic behavior, and ineffective learning histories with the instructor and the classroom environment. We review and describe evidence-based practices relative to each of these problems, all of which can be implemented by educators or other professionals in a classroom setting. We provide a description of these strategies, and examples of how to incorporate them effectively into daily instructional activities to improve academic engagement in children with autism.
