Free resources and products for purchase can be found at my TeachersPayTeachers store: Autism Resources by Jean K. Lawson
TASK ANALYSIS Break down routines into small steps for assessing and teaching. Visual instruction sheet provided for each of the 15 common routines. IEP goal suggestions, data collection, and progress reporting sheets for each routine. Templates provided so you can develop your own task breakdowns within the structure. Each Set Includes: • Task Analysis Chart for Each Routine • Progress Reporting for a Pre-Intervention Baseline and Four Report Checkpoints • Visual for Direct Instruction of Routines • Schedule of Reinforcement Tools |
Set 1
Morning Arrival and Unpack Routine Handwashing Routine Conversation Routine Playing a Board Game Routine Addition: Finding the Sum Routine Blank Template Set 2 Lining Up Routine Walking in the Hall Routine Getting a Lunch in the Cafeteria Routine Checking out a Library Book Routine Getting Ready for Recess Blank Template Set 3 Pledge of Allegiance Engagement in Instruction Ask a Friend To Play & Play with a Friend Leisure Activity Selection Subtraction: Finding the Difference |
TIMES I WASH MY HANDS
Teach your students when they should wash their hands: before I eat; after recess & PE; after I cough, sneeze, or pick my nose; when they are dirty. Lots of activities to learn, show what they know, and practice. Developing visuals and explicit instruction is time-consuming. Some skills are learned by many children over time with repetition as habits are developed. For students with developmental delays, receptive communication deficits, low cognition, short-term/long-term memory deficits, regression of learned skills, and oppositional defiance, some skills are not learned easily or maintained through repetition and verbal prompts alone. These are times when more is needed.
Explicit Instruction: The visuals and social story can be used to teach your students to the when and why of washing hands. Select the method and visuals that match your students’ skills, level of understanding, and learning styles. This can be done in a small group or 1:1 setting.
Assessment: Use the worksheets to help students become more familiar with when to wash their hands and to assess their understanding of the concept. Provide these periodically through the school year as a refresher and to determine the maintenance of the skill understanding.
Visual Prompts: The visuals can be used as cues to remind students what they have learned so they can put it into practice. Visuals can be projected onto a SmartBoard or whiteboard, posted on the classroom door or in the restroom, placed on student schedules, or handed to a student.
Self-Monitoring Sheets: Involve your students in tracking their progress. Show them how they can graph the number of times they wash their hands at school to see if they can increase the number of the graph.
Schedule of Reinforcement: Closely tied to self-monitoring and to increasing the independence of skill acquisition and application is students getting something they want. A reinforcer right after washing hands is important at first. Gradually space the reinforcer, first after two times, then three, then four; at the end of the day or the end of the week. Be sure to use something the student wants and that causes the student to want to wash hands in order to get it.
Data Collection Sheets: Data collection is important, whether the skill is an IEP goal or not. It will show even minute progress or lack of it and allow you to change your intervention to increase progress.
Teach your students when they should wash their hands: before I eat; after recess & PE; after I cough, sneeze, or pick my nose; when they are dirty. Lots of activities to learn, show what they know, and practice. Developing visuals and explicit instruction is time-consuming. Some skills are learned by many children over time with repetition as habits are developed. For students with developmental delays, receptive communication deficits, low cognition, short-term/long-term memory deficits, regression of learned skills, and oppositional defiance, some skills are not learned easily or maintained through repetition and verbal prompts alone. These are times when more is needed.
Explicit Instruction: The visuals and social story can be used to teach your students to the when and why of washing hands. Select the method and visuals that match your students’ skills, level of understanding, and learning styles. This can be done in a small group or 1:1 setting.
Assessment: Use the worksheets to help students become more familiar with when to wash their hands and to assess their understanding of the concept. Provide these periodically through the school year as a refresher and to determine the maintenance of the skill understanding.
Visual Prompts: The visuals can be used as cues to remind students what they have learned so they can put it into practice. Visuals can be projected onto a SmartBoard or whiteboard, posted on the classroom door or in the restroom, placed on student schedules, or handed to a student.
Self-Monitoring Sheets: Involve your students in tracking their progress. Show them how they can graph the number of times they wash their hands at school to see if they can increase the number of the graph.
Schedule of Reinforcement: Closely tied to self-monitoring and to increasing the independence of skill acquisition and application is students getting something they want. A reinforcer right after washing hands is important at first. Gradually space the reinforcer, first after two times, then three, then four; at the end of the day or the end of the week. Be sure to use something the student wants and that causes the student to want to wash hands in order to get it.
Data Collection Sheets: Data collection is important, whether the skill is an IEP goal or not. It will show even minute progress or lack of it and allow you to change your intervention to increase progress.