Implementing Routines for Neurodivergent Learners & Families
Hi there! How are you? It’s so nice to see you here!
OUR TOPIC THIS QUARTER
Throughout this quarter in the months of January-March we will be looking at all of our to begin exploring, creating, implementing and maintaining foundational routines for our families.
February - Implementing Routines
This month, our focus is all putting the routines we’ve identified that our family has (or wishes to have) into place, step-by-step.
I have a routine (or identified one), cool. Now what?
Before we get into the step-by-step to implementing these routines, be sure to address any last minute adjustments you wish to make to ensure everyone is going to learn a skill versus just going through it to go through it.
Ask yourself these two questions:
What do I want to actually happen at that time?
What are the missing piece(s) that will get us there?
While this does vary, adjustments can look like:
Adding in additional time to practice a piece of the routine
Changing the type of prompt (for example adding a visual, modeling how to complete the step or pointing to what your learner needs to do next.)
Sometimes the best laid plans foil, I’m with you! But in those magical moments when you can account for the time to make those adjustments, that’s where the magic happens.
STEP 1: Introduce
Whenever you start something new, it's a good idea to introduce it to your “home team” first. (I mean, you don’t walk up to someone you’ve never met before and start talking about the same topics you do with your inner circle, right?)
So - who is your “home team”?
If you’re not sure, think of it this way - when you’re “in the thick of it” working on a common goal? You know, the one standing by you tying your learners shoes, putting on their coats, packing lunches, etc.
Team members can be partners, caretakers, siblings, extended family, friends, neighbors, etc. But, whoever you identify them to be, make sure to do the following:
Let them know what you’re wanting to do (e.g. change the routine, work on a schedule, etc.)
Share with them your ideas and get their feedback -this is a TEAM approach meaning everyone needs to be on board!
Trial the steps together and see if you’re missing anything.
Maybe it sounds clunky or too complicated. Running through a trial run yourselves (& together) before you roll it out.
Introduce in chunks/small pieces
If you’ve ever built anything from IKEA before then you know anything you buy will have all of those small pieces and big boards that you need to figure how to put together. Maybe it’s just me but there seems to be sooooo many steps to start.
IKEA has the right idea though. Hear me out.
Between the number of pieces and the directions you take out of the box, it can be overwhelming and make you feel like it will take all day (sometimes it does!) But, they break down the directions so you “consume” the overall goal in those “bite size” chunks, step-by-step. Soon you realize you’ve built the bottom portion, then the middle, then the top and 3 hours later you’re putting your new shelf into your living room with books inside.
When you’re starting a new routine and rhythm with your learner, the approach isn’t that much different.
Start One. Piece. At. A. Time.
One. Piece.
You can approach this in 3 ways:
Forward chaining
Backward chaining
Presenting the total task.
[CLICK HERE FOR A FREE DIGITAL GUIDE ON CHAINING METHODS]
When the expectations sink in….
Have they caught on to you yet? Your learner, I mean. Did they realize you’re changing things up or doing something new and dig their heels in at all?
Before moving on, here’s what we need to figure out:
1) Are the skills getting too challenging and they might need more support (in certain areas)?
2) Is your learner no longer motivated or see the reason to complete the task?
3) Was too much introduced too fast or too soon?
STEP 2: Practice (with or without prompting)
Now is where you dive in and begin to practice the routine with your learner!
During your first round of practice using the chaining method you chose [CLICK HERE FOR A QUICK GUIDE ON THIS], take note of the following:
What are you noticing your learner needs the most support with?
Are new (or old) behaviors popping up?
If so, what do they look like and when do they happen?
Is your learner excited to try something new or hesitant to veer from the familiar?
Learning new skills takes two things.
Time
Repetition
Give your learner the time and space to understand a new skill. Repeated practice shouldn’t be unsuccessful every time. Of course you’ll run into road blocks where it can be unsuccessful one day and more successful the next, but if you’re continually running into more instances where it is not successful, then it may be time to look at areas to adjust.
[CLICK HERE FOR A FREE DIGITAL GUIDE ON PROMPT LEVELS]
Let’s summarize:
The big focus is on practicing (with the level of prompting and support we’re using), repetition and our response as our learner’s home team.
Step 2 is the area where we live with routines, and it tends to be the area where we see a lot of us stopping the practice of routines. It gets tough and we settle back into the ways that are convenient.
How do I know this - because I’m a parent too.
While it’s easier to fall back on what has worked or is most convenient in the moment (especially when you have to be somewhere on time and you’ve already had a few behaviors occur and now you’re late and you JUST. NEED. TO. GO!)
What you create for your learners is helping them build skills. This isn’t about being perfect. It’s building the blocks for a solid foundation that supports their growth towards their level of independence.
PLEASE DON’T FORGET…
New learning is tough. No one is expecting your learner to grasp the new routine you’ve built with and for them to happen right away or be something they get on the first try (or the second or the third.) It’s going to be something that takes time.
Knowing what type of prompting and support your learner needs will tell you loads of information on their learning to date and the skills they still need to grow. Promise me, though, that you’ll be patient with yourself and your learner. This journey is only possible because of the love and commitment you have for your learner and your family. Give yourself grace and know you’re doing what your learner needs in your learner’s time.
When you take a step back you’ll see more growth than if you look at the routine you’re currently in with your magnifying glass. The 10,000 foot view will always offer you more perspective.
Gaining confidence and understanding of the skills is the goal, how we teach them is the vehicle and we (the learner & home team) are the drivers.
This Month on Instagram
As we shared in our quarterly blog post, our Instagram feed may look a bit different this year as we’re now going to be giving bite sized video content through Instagram Reels and Instagram Stories with plenty of examples and step-by-step tools. Think of it as a “Mini Coffee Break” with strategies on the go, similar to grabbing your favorite drink from the drive thru; quick and to the point!
So be sure to follow along on Instagram @coffeemugsandclipboards as we bring this quarter’s content to life!
