Forewarning of Changes in schedule/routine
Forewarning of Changes in schedule/routine
Embedded Files
Forewarning of changes in routine...
Gives students time to ask questions
Maintains structure
Increases flexibility
Implementation
Implementation
Overview
Forewarning changes in routine is providing students an awareness of anything new in a schedule. A change in routine can "throw" many students off that benefit from a standard structure or routine.
This may mean going over the schedule with a class or student at the beginning of the day or at the start of a class period.
When a known change in schedule will happen, the student will be notified immediately and warned of this change.
Changes include drills and assemblies but also changes in framework of lessons.
Possibly used through the use of a visual schedule.
Core Components
Consistently communicated changes
Space provided to respond to any questions
Details on why the changes are occurring
Proactive Implementation
Proactively forewarning of changes in routine may look like combining the routine of reviewing the visual schedule for each day. The routine allows for sharing of any changes in the day and the rationale for the changes. It alwasy proactively allows the students to express any concerns or ask any questions.
Responsive Implementation
If there has been an issue where the student has struggled with transitions, or changes in the school day then the supervising adult may communicate any changes to support the student in the future.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the entire classroom may review the changes in the schedule to build community.
Skills Training
If the need is skill building then the student may practice the change through scenarios or questions.
Awareness
If the need is awareness then allowing the space for a student to ask questions and sharing the "why" promotes increased understanding of the change.
Emotional Regulation
If the need is regulation then other tools or adaptions to the students schedule such as headphones, or breaks may be increased in preparation of the change. For example if there is a scheduled assembly, then a student may be prompted to bring their noise cancelling headphones at that given time.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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