Strategies

The strategies used to establish rules and routines for students with ASD vary by age and ability. For younger or lower-functioning students a visual strategy is often helpful. For older or higher-functioning population rules or expectations may be written down. Regardless of format, rules and expectations should be limited and be as specific as necessary to be understood by the individual they are being developed for.

Once the rules and routines are established, it is important to teach them directly. It may be helpful to repeat the rules as part of a routine. For example, reviewing the established rules might be incorporated as part of a circle time activity. Some students may benefit from discussing the meaning of the rules and participating in role-playing and/or modeling situations. When the students with ASD exhibits the desired behavior, it is important to reinforce the behavior to encourage repetition and identify appropriate behavioral expectations.

Rules and routines can help eliminate or avoid disruptive behavior and confusion on the part of the students with ASD. Start by determining which rules or the routines are the most important throughout an activity or throughout the day. It is important that these rules/routines be observable and stated positively. It is helpful to avoid abstract ideas and concepts whenever possible. When it is necessary to use abstract concepts, the use of visual cues may be beneficial.

Use statements rather than questions. Create routines for all activities. Develop opening and closure routines, and structure all transitions. Teach strategies for transitions.

Troubleshooting

Even after you have followed the suggestions above, some students may still have difficulty performing the skills independently. They may need the sequence of the procedures broken down into smaller steps.

Many people with ASD interpret things literally. Until you know the capabilities of the individual, therefore, it is helpful to avoid idioms, terms that may have multiple meanings and nicknames for people, things or events to avoid confusion and possible misinterpretation.

Evaluate the need for rules and routines on an individual basis. Observe the person with ASD to determine if additional support is needed.