Routine Based Support Guide

Routine Based Support Guide
University of South Florida

Louis de la Parte Florida Mental Health Institute
Division of Applied Research & Educational Support
Rochelle Lentini
Bobbie Vaughn
Lise Fox
Early Intervention Positive Behavior Support
The Division of Applied Research and Educational Support
13301 Bruce B. Downs Blvd. MHC-2113A
Tampa, Florida 33612
For more information call (813) 974-4612
Copyright December 2004

Tampa, Florida
Recommended citation for this work: Lentini, R., Vaughn, B. J., & Fox, L. (2004). Routine Based Support Guide for Young Children with
Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.
Preparation of this manual was supported through a cooperative agreement from the U.S. Office of Special Education Programs, U.S.
Department of Education (H324D020040). Information or opinions contained in this document are those of the authors and do not represent
agency endorsement or official agency positions.
This document is in a pilot phase and may not be reproduced without the expressed written consent of the Early Intervention Positive
Behavior Support Program.
Routine Based Support Guide – Page 2

Table of Contents
How to Use the Routine Based Support Guide ............................................................................................................... 4
Teacher’s Support Planning Sheet ............................................................................................................................... 6
Circle Time .............................................................................................................................................................. 7
Art ......................................................................................................................................................................... 9
Computer ............................................................................................................................................................. 11
Outside Play ......................................................................................................................................................... 13
Line Up ................................................................................................................................................................ 15
Clean-up .............................................................................................................................................................. 17
Bathroom (Potty/Wash Hands) ................................................................................................................................ 19
Centers/Free Choice............................................................................................................................................... 21
Table Activities/Small Group.................................................................................................................................... 23
Snack/Meals ......................................................................................................................................................... 25
Nap ..................................................................................................................................................................... 27
Transitions............................................................................................................................................................ 29

Lentini, R., Vaughn, B.J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. University of South Florida.
How to Use the Routine Based Support Guide For
Young Children with Challenging Behavior
This Routine Based Support Guide was developed to assist child is communicating through challenging behavior (i.e., the
teachers in problem-solving a plan to support young children function), he/she can proceed with developing a plan of support by
who are having challenging behavior. As teachers know, then examining the next column in the chart, "What can I do to
children engage in challenging behavior for a variety of reasons, prevent the problem behavior?". The prevention column provides
but all children use challenging behavior to communicate strategies that will help the child participate in the routine without
messages. Challenging behavior typically communicates a need having challenging behavior. The next column "What can I do if the
to escape or avoid a person(s)/activity or a desire to obtain problem behavior occurs?" provides the teacher with ideas on how
someone/something. Once teachers understand the purpose or he/she can respond in a way that does not maintain the problem
meaning of the behavior, they can begin to select strategies to behavior. Finally, "What new skills should I teach?" suggests new
make the behavior irrelevant, inefficient, and ineffective. They skills to teach to replace the challenging behavior. Many of the
can do this by selecting prevention strategies, teaching new strategies mentioned in the guide are available in the kit of tools
skills, and changing responses in an effort to eliminate or for immediate use. It is important to use all of the columns in the
minimize the challenging behavior. guide (function, prevention strategies, ways to respond to
behavior, and new skills) to develop a support plan that will be
The Routine Based Support Guide is a manual that accompanies effective for the child. This is truly a “guide” to assist teachers
the kit on "Teaching Tools for Young Children with Challenging with supporting young children with challenging behavior. A
Behavior". The Guide is organized into the routines and activities blank section is provided at the end of each routine chart to
that would typically occur in an early childhood program. The first encourage teachers to develop their own ideas if the
column in each routine is titled "Why might the child be doing suggestions that are provided do not fit the child/situation of
this?". This column provides ideas that will assist teachers in concern.
thinking about what the child is communicating through his/her
challenging behavior. Once the teacher is able to identify what the

A “Teacher’s Support Planning Sheet” is available at the On the bottom portion of the Teacher’s Support Planning Sheet
beginning of this Routine Based Support Guide for is an area to write ideas for sharing the child’s support plan for
brainstorming a support plan around an individual child. To each individual routine with the child’s family. Sharing ideas
begin developing a support plan, first determine in which will allow for the family to contribute to the plan by helping the
routine(s) the child is having difficulty. Then, look for the child learn school expectations and new skills that will replace
reason(s) the child might be having trouble in the routine(s). the challenging behavior.
Once you know why the child is using the challenging behavior,
you can look at the ideas suggested and determine what will Viewing Hyperlinked Files:
work for your classroom, staff, and the child. It is important to To view the hyperlinked files, you must use the document in
choose supports from each column in the Routine Based Folder 1, File E. As you view the Routine Based Support Guide,
Support Guide in order to have a complete plan. In other you will notice that some of the suggested strategies are
words, what are you going to do to prevent the problem italicized and bolded. These strategies are located in
behavior; how are you going to respond when the problem documents that are directly hyperlinked to the Guide. You can
behavior occurs; and what you are going to teach to replace the go to the document to view the strategy by clicking on the
challenging behavior. If you cannot find suggestions or ideas bolded word(s). On some computers the file will automatically
that match your situation, you can use the blank area on each open, and on others a message box will open; click open, and
routine chart to brainstorm ideas with your team. Once you the linked document will open. To close the linked document
have identified supports within each routine that the child is that you are viewing and resume viewing the Routine Based
displaying challenging behavior, it is important to then write the Support Guide, you must do the following:
plan for the individual routines on the Teacher’s Support
Planning Sheet provided. Writing the support plan down *For Adobe Acrobat PDF files, click on the lower X in the
increases the likelihood that all team members that support the top right corner.
child will be consistent in plan implementation. *For Word and PowerPoint Documents, click on the top X
in the top right corner.

TEACHER’S SUPPORT PLANNING SHEET
What _________________________ does during ____________________________:

(child’s name) (routine)
Why I think he/she does it:
What can I do to prevent What can I do if the What new skills

the problem behavior? problem behavior occurs? should I teach?
Ideas for sharing ___________’s __________________ plan and helping the family provide support to the child at home:
(child’s name) (routine)

CIRCLE TIME
Why might the What can I do to prevent What can I do if the What new skills
child be doing this? the problem behavior? problem behavior occurs? should I teach?
Child is bored or doesn’t like Give the child a “job” during circle Catch the child just as he/she Teach child how to say he/she
circle (wants to get out of circle) is about to get up and prompt is “all done” with the activity
Embed preferences into circle
to use the replacement skill, (verbally, sign language,
Use circle mini schedule to show when favorite circle activities will or for example, you could and/or with a picture)
occur prompt the child to say, “all
Teach the child how to sit and
done”; if needed, use hand-
Give choices (on a visual choice board, if needed) (see Sample attend for longer periods of
over-hand assistance to help
Visuals): where to sit, song, activity, book, who to sit/interact with, time once the child learns the
with signing “all done”; then
order of mini-schedule within circle, activity items (puppets, skill above
let the child leave circle for
instruments)
alternative activity Teach child how to follow
Praise for participating circle mini schedule
Re-cue to look at circle mini
Have the child sit front and center, directly facing teacher schedule for upcoming “fun Teach child to make choices
activity”
Have adult sit near and encourage with whispers/touches
Ignore inappropriate behavior,
Arrange circle with little-to-no “escape” route for the child
and praise those participating
Include “hands-on” activities
Predict when the child might use challenging behavior and prompt the
child to say/gesture “all done” prior to use of challenging behavior
Child has difficulty with waiting, Use a visual schedule that shows the order of circle activities and Prompt to say/gesture Teach the child to ask/gesture
listening, taking turns (can’t allows the child to turn the pictures over or remove the pictures upon “my turn” “my turn”
tolerate length or level of circle) completion of each activity
Prompt to say/gesture “all Teach the child to say/gesture
Simplify the activities within circle; for instance, have a weekly done”, and then allow to go to “all done”
calendar (see Sample Visuals) rather than a monthly or use more alternate activity
Teach child to follow circle
hands-on activities
Refer to visual schedule and picture schedule
Have 2 circle times, one for the children who can “hang in” and one cue of remaining activities
for the developmentally younger children
Pull out a highly preferred
Place the activities that are difficult for the child towards the end of item or activity
circle time and allow the child to leave circle early for an alternate
activity
and praise those participating
Use a “my turn” visual cue card (see Visual Samples) to indicate
whose turn it is
Embed the child’s preference into circle (use a favorite character,
theme, or activity) (e.g., Barney, Itsy Bitsy Spider song, Thomas the
Train)
Allow the child to hold a “manipulative” or some piece of an upcoming
circle activity

CIRCLE TIME (CONTINUED)
Child wants attention of peers Allow the child to lead a circle activity Ignore inappropriate behavior Teach the child to
“first sit, then
Let the child to pick a friend to lead the next circle activity Praise peers for participating
choose”
and if child imitates, quickly
Catch the child participating and verbally comment (“I see Josh doing
remark on how he/she is Teach child to raise
the Hokey Pokey!” or “Look how Emma clapped just like me!”)
participating hand
Choose children who are sitting “criss-cross” to pick next activity while
Remind “First sit, then you Teach the child how to
saying “____ is sitting nice, you can pick the next song”
choose” look for a peer who is
Show the child a “sit picture” (available in “What Do We Do In sitting correctly to
Circle?” scripted story) to cue to sit lead activity
Model raising hand (or show a visual cue card) when children call
out or get out of seat to gain teacher’s attention
Child doesn’t know what to do Use a picture mini schedule that shows the order of circle activities Show child “sit” picture while Teach child how to
(needs help) patting seat and gesturing to “ask for help” when
Prior to circle, show the child the class schedule and give a
sit he/she doesn’t know
transition warning (say, “few more minutes, then circle” while
how to do something
showing picture) Catch child as he/she fidgets
and model how to say/gesture Teach child how to
Clearly mark child’s seat and area
“help”; then immediately help follow a picture mini
Allow the child to transition to circle while holding picture of circle schedule
Have a “sit picture” in front of where child sits Teach child how to
follow class schedule
Prior to circle, read the child a scripted story about “circle time”
and what is expected during circle Teach child circle
expectations by using
Provide descriptive feedback while in circle
the “What Do We Do
Have adult sit near to talk about what is happening next in Circle?” story
Praise for sitting

ART
Child might hate getting Adapt materials (glue stick instead of paste, finger paint with plastic Validate the child’s feelings Teach child to ask for help (this
messy spoons, allow to wear gloves, use play dough instead of clay, etc.) (“I see you’re sad; you don’t could be help with cleaning up,
like getting messy; do you with doing the activity, or with
Have wet wipes available on table for the child to use to clean hands
want help?”) accessing the adapted material)
Use first-then statements/visual cues (“First glue and then I will help
Remind the child to ask for a Teach feeling words and teach
you clean-up,” “First do art, then play with cars,” etc.)
wet wipe child to say, “I don’t like this.”
Have a scripted story about “being messy”
Redirect to look at the Teach the child to ask for a wet
first/then visual cue (or wipe or to initiate cleaning up
verbally restate first-then
Teach child to follow first-then
statement)
cues
Child might not know Use a visual mini first-then schedule to display the steps in art (First Redirect to look at the mini Teach the child to follow visual
what to do color, cut, and glue; then go to center play) (see Art Visual Activity first-then schedule mini first-then schedule
Sequence in Sample Visuals)
Direct peer to show child and Teach the child to imitate peer
Send child to activity with a peer buddy who can model the steps remind child to look at what buddy
the peer is doing
Chunk the steps in one-step directions Teach the child to do activity with
one step directions
Praise child for doing expectations
Child might want the Praise the child for sitting, doing activity, following directions, etc. Remind child to raise hand Teach the child to raise hand for
teacher to give him/her either by modeling or by teacher attention
Allow the child to choose a peer buddy to go to art with him/her
attention pointing to the picture and
Teach the child to interact with
Have visual “raise hand” reminder (see Cue Cards) on art table to saying “raise hand” (if
peer buddy during art
remind the child to “raise hand” for teacher, and point to it to cue the child necessary, help the child
to raise his/her hand physically raise hand)
Praise and attend to children
who are on-task; then quickly
praise the child if imitates “on-
task” behavior
Child might like the feel Have “sensory play” on the child’s visual schedule Remind the child when it will Teach the child to follow visual
of the materials and be time for “sensory play” and schedule and do sensory play
Use visual cue to assist with cuing steps (black dots on art for where to
engage with materials show on visual schedule when it is time
place dots of glue, photo of peer doing activity, etc.)
inappropriately (e.g.,
Cue the child of what’s Teach the child to follow verbal
mounds of glue, paint Use first-then statements/visual cues (“First use glue dots, then water
expected and visual cues
on face/peers) play,” “First do art, then play with silly putty,” etc.)
Re-cue with first-then Teach the child to use the
Cue verbally to remind child of expectation (hands on finger paint paper,
statements/visual cue “Turtle Technique”: recognize
glue on paper, 3 shakes only of glitter: 1-2-3, etc.)
feeling of anger, think “stop”, go
Remind child of the “Turtle
Use adult proximity, catch the child doing what’s expected and praise inside “shell” and take 3 deep
Technique” steps
breaths, think calm, think of a
Use “Turtle Technique” with visuals and puppet to discuss and model
solution
“anger control” that the child can use if behavior occurs on a redirection
Teach child to follow first-then
statements/visual cue

ART (CONTINUED)

COMPUTER
Child might want to have a Use a timer to indicate turns (preferably one that indicates time passing in Remind to look at the “my Teach the child turn taking
turn but doesn’t know when a visual manner) turn chart” to see whose turn
Teach the child to follow and
it’s his/her turn it is
Use a “my turn” visual cue chart (see Visual Samples) where child self manage the “my turn”
puts a photo with his/her name on the chart to indicate when it’s the State that when the timer cue chart
child’s turn goes off, then it will be your
turn and the mouse will go on
Use multiple mouse pads for when more than one child is sitting at the
your pad (cue to watch the
computer. The mouse stays on the pad of the child who is taking a turn
timer)
Remind that it is another
child’s turn and the mouse
needs to stay on the other
child’s pad (while pointing to
the pad to cue the child to put
the mouse on the other child’s
pad)
If child doesn’t put mouse on
other child’s pad, say “you can
put the mouse back” or “I can
help you”, wait, then help, and
quickly praise
Child doesn’t like doing Have the child go to computer with a peer buddy Ask the child “do you want to Teach the child to choose a
activities alone take a friend?” and help friend to go with to computer
Use multiple mouse pads for when more than one child is sitting at the
choose a peer buddy
computer; the mouse stays on the pad of the child who is taking a turn Teach turn taking rules
Child doesn’t want to sit Use first-then visual of “first sit, then computer” Cue to sit with first-then Teach the child to sit at
visual of “first sit, then computer
Praise the child and peers for sitting
computer”
Teach the child to ask to
Remind child of activities when he/she can stand (water table play, easel
While tapping chair, state “we change centers where he/she
play, play dough, dancing at circle) through a scripted story
stand for water play and easel can “stand” if needed
painting, but we sit at the
Teach the child to follow first-
computer”
then visual
If doesn’t sit, give choice of
leaving activity or sitting (“you
can sit at computer or choose
another center, like water
play, where you can stand”).
Show visual of alternative
activity choices

COMPUTER (CONTINUED)

OUTSIDE PLAY
Child hates being hot and Have a drink available outside Remind child of alternative Teach the child to choose
wants to go inside (get a drink, sit under tree, alternative “cooler” activity
Allow to wear a “cold pack” scarf
mist with water, etc.)
Teach the child to use cold
Bring a fan outside
Validate feelings (“I know it’s pack scarf, mister, fan, or get
Allow to use a “mister” hot, a few more minutes and a drink
we can go inside”) Then state
Point out the “cooler activities”, such as sandbox if under a roof, swinging
alternatives
can be breezier, or going under a tree
Have highly preferred activities available (activities the child really enjoys,
like bubbles, trikes, big bouncy balls, etc.)
Child loves running and Use a scripted story about “staying safe outside” (include outside Remind child of “outside” Assist child in learning when
thinks outside means run boundaries and where children can play) boundaries and where it is permissible to
away run (through scripted story)
State when and where the child can run (cue with a picture if necessary); if Read scripted story about
possible, mark “running areas” outside “staying safe” Teach the child to follow
outside “expectations”
State outside play expectations clearly (cue with pictures if necessary) Remind to stay with the class
(auditorally and visually if
necessary)
Child wants an adult as a Warn child when getting up to leave from playing (“Three more scoops of Cue child to say “play with Teach the child to ask adult to
play partner (adult sand, then I need to go push at the swing,” “One more time around the me” play
attention) track, then a friend can pull you in the wagon,” “One more minute ball
Cue child to ask a friend to Teach the child to ask a friend
play, then I play with another friend,” etc.)
play to play
Pair up child with a peer buddy, and frequently praise when child plays
Remind of timer and when it Teach child to play alone for
with peer and vice versa
goes off the teacher will come short periods of time after
Use a timer to let the child know how long before a teacher comes back to back he/she as learned the above
play skills
and cue to use new skills
Child wants objects/activity Provide multiples of same items/activities that have high child preference Remind child to ask/gesture to Teach the child to gesture/ask
that another child is using play to use object or activity (“Can
Use a timer when necessary to indicate turns (preferably one that indicates
I play?”)
time passing in a visual manner) (see Sample Visuals) Remind child to ask/gesture
for a turn Teach child to wait turn
Anticipate when the child wants an object/activity, and cue to ask/gesture
to join in play (“Can I play?” or “My turn”) Offer alternate activity/toy Teach child to “think of a
solution” (what could he/she
Use first-then visual cue “first ask, then play” Remind child of when his/her
do: get another item, ask to
turn is on the “my turn” chart
Use a “my turn” visual cue chart for highly preferred objects/activities join, ask other child to let him
know when he/she is done)

OUTSIDE PLAY (CONTINUED)
Child has difficulty with Use a timer to indicate turns (preferably one that indicates time passing in Remind the child to wait by Teach child to choose
waiting for his/her turn a visual manner) (see Sample Visuals) showing “my turn visual cue alternative activity while
chart” and offer alternative waiting
Use a “my turn visual cue chart” (see Sample Visuals) where child
choices
puts a photo with his/her name on the chart to indicate when it’s the Teach child to follow the “my
child’s turn Remind the child that when turn visual cue chart”
the timer goes off then it is
Provide multiples of the same items/activities that have high child Teach child to wait for the
his/her turn and cue to watch
preference timer to go off prior to taking
the timer
a turn
Provide alternative choices that are of high interest, have outside play
choice board available Teach the child to use the
“Turtle Technique”:
recognize feeling of anger,
“anger control” when waiting for his/her turn and throughout the day
think “stop”, go inside “shell”
Encourage when uses or attempts to use new skill in place of challenging and take 3 deep breaths, think
behavior calm, think of a solution

LINE UP
Child might not want to Give child “safety signal” (2 more times; 5 more minutes; 3 more turns, Verbally/visually re-cue with Teach the child how to line-up
leave activity then time to line up for outside) first-then statement (“first
Teach the child how to imitate
line up, then outside”)
Cue class to line up by removing class visual of “line up” off of the peers
visual schedule, then go over directly to cue child using the picture State “all done play” while
Teach the child how to follow
repeating class cue, “Do you
Put picture of desired activity on visual schedule, prior to lining up, so visual schedule
need help, or can you line up on
the child knows when the activity will occur again your own?” Help child if needed,
Say to the child, “Let’s look at the schedule to see when we will play and immediately praise
_____ again.” Then ask the child, “Do you want to put ________ away Validate feelings (“I see you
by yourself, or do you want help?” Help child if needed and say “I know are mad”) and remind with
this is fun, you can play it again ______” visual schedule when the child
Praise those who line up correctly (“Look how Tim got right in line,” can do the activity he/she was
Sammy is very quick at lining up,” “Wow, Vin stood right in line behind doing again
his friend,” etc.) Let the child choose what feet
Give the child a “job” (door holder, help carry an item to next activity, they want to stand on
etc.)
Child doesn’t understand Use a visual schedule to cue child of activities Cue with visual schedule Teach the child to use visual
where to go next schedule
Use first-then visuals or statements if needed (first line up, then go Restate first line up, then
outside) (next activity) while showing Teach the child how to stand
picture cues in line on “feet”
Use visuals of feet on floor (see Sample Visuals) to indicate where
to line up
Praise those who line up correctly (“Look how Tim got right in line,”
Sammy is very quick at lining up,” “Wow, Vin stood right in line behind
his friend,” etc.)
Child might not know how Use visuals of feet on floor (see Sample Visuals) to indicate where Model or have peer model how Teach the child how to line up
to line up to line up to line up
Teach the child how to imitate
Have a visual, such as different colored feet in a bag. The children take Praise peers for lining up peers lining up
turns reaching in to pull out a color of feet and then go match the feet
Remind to stand on “feet” Teach the child how to match
pulled from the bag to the line up feet (see Sample Visuals) and
“feet colors” and to stand on
stands on the matching color Offer teacher’s hand to help line
“line up feet”
up
Have child line-up with a peer buddy
Praise those who line up correctly (“Look how Tim got right in line,”
“Sammy is very quick at lining up,” “Wow, Vin stood right in line behind
his friend,” etc.)
Have child line up while holding teacher’s hand and walk in line with
teacher

LINE UP (CONTINUED)
Child might want to be first Use visuals of feet (see Sample Visuals) on floor to indicate where to Refer to visual reminder of Teach child to take turns being
line up whose turn it is to be first first through use of
photograph visual cue of
Have a visual, such as different colored feet or train cars in a bag. The Ignore inappropriate behavior,
children in line
children take turns reaching in to pull out a color of feet or train cars and and comment on those children
then go match the color pulled from the bag to the line up feet/train cars who are lining up nicely Teach child to color match and
and stands on the matching color stand on matching color feet
Move the line out regardless of
Pretend to line up like a train, and point out that every train needs whether the child is in line, and
passenger cars and a caboose then ask “Do you want to get in
line on your own, or do you
Rotate who is first and have a visual reminder with the children’s
want help,” and gently assist to
photographs to indicate order
walk in line, and quickly praise
Praise the child for going to the right feet or for “joining the train” for joining the line
Child might want Allow child to line up with a peer buddy of choice Ignore inappropriate behavior, Teach the child to first line up,
adult/peer attention and praise those who line up and then he/she can hold
Notice and comment on those who line up correctly
correctly teacher’s hand
Choose children one-by-one to line up by looking for children who are
Say, “First sit correctly, then you Teach child to choose a peer
sitting nicely and say, “I’m looking for someone sitting correctly”
can hold my hand, and we will to line up with
Allow the child to help pick children who are sitting correctly to line up line up” (may need to cue with a
Teach to look at and imitate
picture or model)
Using a first-then cue, cue verbally or visually “First line up, then I will peers who are lining up
hold your hand.” Once the child is in line, hold his/her hand and praise Say, “First sit correctly, then you
Teach to sit, then line up
can pick a friend to line up with”
Say, “First line up, then high
fives/thumbs up”

CLEAN-UP
Child has not finished doing Set timer, and allow child a minute or two to finish Remind child that he/she can Teach the child to finish in
the activity finish later, and show on allotted time
Place unfinished projects/activities in a special place to finish later, show
visual schedule when
on visual schedule when unfinished projects/activities will be rescheduled Teach the child to place work
Validate feelings “You look in special place to finish later
Use feeling vocabulary with pictures to discuss and role play.
tense. I know you want to
Teach the child to express
Use “Turtle Technique” with visuals and puppet to discuss and model finish. We can finish ____.
his/her feelings
“anger control” (Show when I schedule) Let’s
put your work ____ (special Teach the child to use the
place)”. “Turtle Technique”:
think “stop”, go inside “shell”
and take 3 deep breaths, think
calm, think of a solution
Child might not have Give child “safety signal” (2 more times; 5 more minutes; 3 more turns, Verbally/visually re-cue using Teach the child how to clean-
realized that clean-up time then time to clean-up) first-then statement (“first up
was coming up clean-up, then outside”)
Cue class to clean-up (song, bells, lights off), then go over directly to cue Teach the child how to imitate
child individually State “all done play” while peers
repeating class cue, “Do you
Put a picture of activity on visual schedule so the child will know when Teach the child how to follow
need help, or can you clean-up
the activity will occur again visual schedule
on your own?” Help child if
Cue child individually by presenting a “first-then” visual (e.g., first needed, and immediately
clean-up, then outside) praise
Validate feelings, say “I see
clean-up is hard; you look
frustrated” and remind with
visual schedule when the child
can do the activity again
Child likes to dump Use visuals on shelf and material containers Model or have peer model how Teach the child how to clean-
to clean-up up
Provide a clean-up bin, such as a crate or laundry basket (for
developmentally younger children) Praise peers for cleaning Teach the child how to imitate
peers cleaning
Turn-take cleaning up with the child (“First I put away a train, then you the Prompt a peer to help the
put away a train.”). Also cue visually where to put train by pointing to child clean-up
container or shelf
Praise children who are cleaning up (“Look how Tim put the car in the bin,”
“Sammy is helping her friends put away blocks,” “Wow, Vin put the book
on the shelf,” etc.)
Encourage the child as he/she participates in cleaning

CLEAN-UP (CONTINUED)
Child might not want to Give child “safety signal” (2 more times; 5 more minutes; 3 more turns, Ignore inappropriate behavior Teach child to follow “first-
clean-up then time to clean-up for instruments) then” cue
Point out “super cleaner-
Cue class to clean-up (song, bells, lights off), then go over directly to cue uppers,” and quickly praise Teach child to clean-up
child the child if imitates through turn taking
Turn-take cleaning-up with the child (“First I put away a train, then you Using first-then statement
put away a train”). Also visually cue where to put the train by pointing to remind child “first clean-up,
container or shelf then (choice of preferred
activity/item)”
Praise children who are cleaning-up (“Look how Tim put the car in the bin,”
“Sammy is helping her friends put away blocks,” “Wow, Vin put the book Redirect to area and model
on the shelf,” etc.) clean-up through turn-taking
Use verbal or visual first-then cue of “First clean-up, then (choice of
preferred activity/item)”
Child might want adult/peer Turn-take cleaning up with the child (“First I put away a train, then you Ignore inappropriate behavior Teach the child to use “first-
attention put away a train”). Also visually cue where to put the train by pointing to then” visual
Point out who is cooperating,
container or shelf
and quickly praise the child if Teach child to clean-up
Praise children who are cleaning up (“Look how Tim put the car in the bin,” imitates “Kirsten is cleaning (through turn taking or with a
“Sammy is helping her friends put away blocks,” “Wow, Vin put the book up, wow what a helper” buddy)
on the shelf,” etc.)
Use first-then visual to Teach child to gesture/ask for
Have children pick a helper or clean-up peer buddy where one carries the remind child: “first clean-up, help (either from adult or
bin, and the other loads items in the bin, and then they switch roles then _____” peer buddy)
Use first-then visual of “First clean-up, then ride bikes with friends” as an Remind child to gesture/ask
incentive (or some other preferred activity/item) for help from a teacher or
clean-up peer buddy
Assign kid groups to clean-up specific play areas

BATHROOM (POTTY/WASH HANDS)
Child does not want to go to Make a scripted story potty book using real photos, and read it to the Offer reassurance and say “I will Teach the child bathroom
bathroom child prior to toileting help you,” “Let’s get your toy,” routine sequence
“Can you help me turn on the
Use a “bathroom” activity routine schedule using real photographs Teach the child to ask or
music?”
Allow the child to take a favorite toy/book in or play music to soothe gesture for help (take the
Remind the child to ask/gesture teacher’s hand)
Start by just having the child enter, maybe just to wash hands for help
Teach child to follow
Praise for staying in the bathroom Prompt child: “Let’s look at the bathroom activity routine
schedule and see what to do.” schedule
Keep bathroom visits short in the beginning, especially when child is
first learning to use the toilet Praise for staying in the
bathroom
Child wants attention and/or Stand near the child or in the doorway (slowly increase distance over Ignore inappropriate behavior Teach the child to delay
someone there time) attention from adult and learn
Point to first-then cue; say, that adult attention can occur
Use potty book scripted story with a picture of teacher at the end of “first potty, then wash hands right after potty/wash hands
the story waiting outside the door or at the doorway with Ms./Mr. ____”, with no or at a scheduled time
Use first-then visual and/or verbal cue “First potty, then Ms./Mr. ____ direct eye contact, and walk
away Teach child to follow “first-
will help” or if the child toilets independently, “First potty, wash hands;
then” visual/verbal cue
then Ms./Mr. ____will walk with you to next activity.” Give much encouragement when
sits on the toilet Teach child to imitate routine
Reassure the child that he/she will get assistance when finished (“I will
sequence in “potty book”
be right here when you’re all done.”)
Use a timer. Set it for one minute and check on the child. Do this
throughout activity every minute
Praise for waiting or sitting on the toilet
Child does not want to wash Create a scripted story to read to the child about washing hands and Say to the child, “I will help you. Teach child to tolerate hand
hands read before going to bathroom or while in the bathroom You turn on the water; I will get washing by using preference
soap” and making it fun
Use wash hands visual routine sequence to cue steps. Use
photographs of each step of hand washing routine. (If the pictures are Use a first-then schedule: first Teach child about germs and
laminated and Velcroed, the child can remove the picture or turn the wash hands, then ___ health (at the child’s age
picture over to indicate completion.) level)
Count with the child how many
Remind the child of something fun he/she can do after hand washing more steps or count how many Teach child to follow visual
times they need to rub his/her cue and/or scripted story
Make it fun, decorate sink area with the child’s favorite characters
hands together (e.g., “O.K. put for hand washing
Sing a fun song about washing hands to encourage child to wash soap on, now rub 123” make it
fun or silly)
Praise for washing hands
Praise for washing hands
Praise for completing each step

BATHROOM (POTTY/WASH HANDS)

CENTERS/FREE CHOICE
Child wants a different Provide the child with choices for center time (use pictures of the Refer to the visual Teach the child to “stop”
center or wants a center centers) classroom schedule, and through the use of a visual
that is closed focus on preferred activities cue card
Help the child find a fun toy or item in the center based on the child’s
that are coming up
preferences Teach the child to use visual
Show the child the center first-then schedule and
Use first-then visual or verbal cue: ”first this center, then _______
choices and when the center predict upcoming events
(something the child prefers)”
will be open
Teach the child to use center
Create a daily center choice board that indicates each day which centers
Give feeling words: say, choice board to predict when
are open
“You’re sad you can’t go desired center is available
Use a stop sign to indicate what centers are closed to____, maybe tomorrow.
Teach child when that center
Let’s look at the schedule.”
Let the child pick a preferred friend to go with him/her to an alternate will occur through use of a
center Offer alternative center week long calendar visual
choices by pointing out what (see Sample Visuals)
is fun in the centers that are
“anger control” (assist the child with understanding about the closed center Teach the child to choose
open
and how to think of a solution) alternative activity/item from
the center choice board
Praise for choosing and/or staying in the alternate center
Teach the child to use the
Visually depict when the center will be made available, either on the visual
schedule or on a week long visual calendar (see Sample Visuals)
Use feeling vocabulary to role play possible scenarios in center time and think “stop”, go inside “shell”
model how to express feelings. and take 3 deep breaths, think
Teach the child to use feeling
vocabulary
Child wants the same toy Make a “my turn” card (see Sample Visuals) for toys or items that are Remind child of the timer Teach the child turn-taking or
as another child highly preferred (keep it short for turns); say sharing through use of timer
“Listen for the bell,” or “I am or counting
Instruct the child about turn taking; keep the turns short
going to count; 1, 2, 3, your
Set a timer, or count so the child will know when his/her turn is coming up turn.”
“my turn” cue card
next, depending on the toy
Refer to first-then visual
Teach the child first-then
Use first-then visual cue (“first ____’s turn, then your turn”), and point cue, and show the child that
schedule to predict when it’s
to each child as phrase is spoken his/her turn is soon (“First
his/her turn to use the toy
____’s turn, then your turn.”)
Plan to go with the child to the center to teach turn taking; use short turns
to teach turn taking If angry, cue child to use the
“Turtle Technique” and help
Use “Turtle Technique” with visuals and puppet to discuss and model recognize feeling of anger,
him/her through the steps
“anger control” think “stop”, go inside “shell”
and take 3 deep breaths, think
Praise for turn taking

CENTERS/FREE CHOICE (CONTINUED)
Child doesn’t know how to Provide the child with a peer buddy, one with good play schemes who Provide visual choice board Teach the child how to play
play with the items in the goes with the child to centers (and other activities) to act as a model of a limited number of toys to with the toy or materials in
center play with the center; introduce just a
Provide a visual choice board, and minimize the number of toys to teach
couple of new play schemes at
play schemes; new materials and/or toys may be overwhelming Help the child learn to play by
a time
using least-to-most prompting
Go with the child to the center, and teach play; make it brief, fun, and use
(verbal, gesture/model, Teach the child to make a
items that have features the child prefers (music, lights, favorite color,
physical assist) to teach play toy/activity choice
texture, buttons, favorite character, etc.)
scheme
Teach the child to ask/gesture
Pick a preferred item to teach new play schemes
Prompt the child to “help”
Cue the child to look at how his/her peer buddy is playing ask/gesture for “help”
Teach child to help clean-up
Praise for playing and/or for using new play schemes (e.g., clap/pat on the If beginning to “fidget”, say
back, and say “You’re pouring!”) “one more, then all done”
Help the child “finish” play with each toy by putting it away on labeled shelf
or in labeled bin
Child wants adult or peer Allow the child to pick a peer buddy to go with to center time, make sure Tell the child “When you are Teach the child to gesture/ask
attention it is a preferred classmate (if necessary, use photographs of peers to offer calm or quiet, I will come play “play with me” for attention
choices) with you.” Do so as soon as from adults or peers
the child quiets.
Accompany the child to the center to get him/her started on play, then tell Teach the child to choose a
the child “I’ll come back to play with you in a few minutes” Say to the child “Friends play peer buddy to play with
together. Say, “Let’s play.” –
Set a timer to let the child know how long before a teacher will return to Teach child to play
Model or show the child how
play; this may need to be very short to begin with and then gradually independently for a few
to interact with peers if
extend time teacher is away minutes (through the use of
necessary (help the child do
verbal cues and/or timer),
Set a timer to let the child know how long a teacher will play during center this using desired gestures or
slowly increase independent
time words)
play time
Praise the child for playing throughout center time and for gesturing/asking Prompt child to gesture/ask
to play with teacher or peers “play with me”
Validate feelings “I know
you want to play with me; we
have fun together. But I need
to help ____; you can play
with a friend.”

TABLE ACTIVITIES/SMALL GROUP
Child is confused does not Use a visual mini-schedule (see Circle Mini Schedule as sample) to Show child the visual mini Teach the child to follow the
understand the activity introduce and/or show each step of the activity and refer to each picture schedule so they can see mini visual schedule of the
after each activity what’s next in the activity sequence of activity
Make sure all materials are ready for the activity, and that the activity Validate feelings, say, “You Teach the child to use
sequence is clear look confused. Let me help gestures/words: “Help
you.” please”; “What’s next?”
Prior to small group activity, show visual class schedule, and give a
transition cue (say, “Few more minutes, then small group” while showing Verbally prompt the child to Teach child to imitate peer
picture of “small group” or “table time” to the child) help pass out or get out buddy
materials while handing
Make sure the activity is not too long
him/her the items
Prompt the child to gesture/ask for help
Prompt a peer buddy to help
Provide the child with a “friend” or peer buddy for the activity (“Could you please show ____
how to ____?”)
Let the child be a helper to the teacher. Ask the child to help pass out
materials to the other children Remind the child to
gesture/ask for help
Allow child to gather materials for activity
Give the child a preferred job to do in the activity
Praise for participating
Teach other children to encourage the child and each other (e.g., clapping,
thumbs up, high five)
Child wants attention from Schedule “time” with friends/adult immediately following activity Use first-then visual: “First Teach child to raise hand for
other children and/or an do table activity, then play teacher attention by
adult Use a visual schedule to tell the child when he/she can play with
with friends/adult” prompting with visual cue
friends/adults (e.g., center or special activity)
card
Show visual schedule, and
Allow child to sit next to favorite friends (if not too disruptive)
remind of when the child can Teach the child to
Teach other children to encourage the child and each other (e.g., clapping, play with friends/adult gesture/say, “Look at me” or
thumbs up, high five) “This is fun”
Remind with visual cue card
Praise for participating to raise hand Teach the child to choose a
friend to go with to the
Use a “raise hand” visual cue card to prompt child to raise hand for Give words to say, like “Look
activity
attention what I did”
Teach the child to follow
visual first-then and/or
visual schedule

TABLE ACTIVITIES/SMALL GROUP (CONTINUED)
Why might What can I do
What can I do to prevent What new skills
the child be if the problem
the problem behavior? should I teach?
doing this? behavior occurs?
Child doesn’t like activity Give the child a preferred role in the activity by using first-then visuals or verbal Use visual mini Teach the child to
statements with a voice of excitement to build anticipation (make sure the “role” is schedule or first-then follow verbal or
preferred) visual to remind child of visual first-then
upcoming preferred statements
Incorporate child’s preferences or preferred theme into activity (e.g., decorate materials with
activities
favorite cartoon character or have stuffed version of cartoon character in the activity) Teach the child to
Say, “Let me help you”, look at the visual
Keep the activity short
and then assist schedule to see
Make sure activity is related to child’s experiences/preferences what fun activity
Say, “One more turn or
follows
Prompt child to say/gesture “all done” one more____, then all
done” Teach the child to
Give choices of materials, where to sit, who to sit next to, order of the activities displayed on
make choices
a choice board Help the child by starting
the activity for him/her Teach the child to
Use a visual mini-schedule (puzzles, coloring, matching, toy play) to show each step of
imitate and sit with
the table activity/small group, refer to it after each step Take turns with the child
his/her classmates
to get him/her through
Set a timer and give a visual warning cue (see Sample Visuals) to limit the time and or friends
the activity
to give the child a sense of when the activity will end
Teach child to
When fidgety or finished,
Let the child be a helper to a peer buddy gesture/say, “All
prompt child to
done” and let child
Provide a “friend” or peer buddy for the activity gesture/say, “All done” out of activity
Use first-then visual and/or verbal statement: “First sit at table and do activity, then “Refer to the timer and
_____ (a fun activity)” say “___minutes, then all
Praise for participating/sitting done”
Teach other children to encourage the child and each other (e.g., clapping, thumbs up, high
five)
Arrange group/table with little to no “escape” route for the child

SNACK/MEALS
Child has restricted eating Allow child to be a helper to encourage participation Introduce non preferred foods Teach child to expand food
preferences by giving very tiny portions tolerance or preferences by
Allow child to bring food from home
along side preferred food; do pairing with highly preferred
Use first-then visual/auditory cues: “First take a bite of (less preferred not expect him/her to eat, just foods and/or sauces
item), then you can have (highly preferred food item)” build up tolerance for the
Teach child to make food
presence of food
Allow the child to just have a drink and sit with the other children choices (see Sample
Avoid force feeding; this can Visuals)
Use first-then visual or auditory cue: first snack, then _____ (something
cause the child to become
preferred like a snack or activity) Teach child to join
afraid of foods or may cause
snack/meals with a drink
Praise for eating and/or trying new foods gagging/choking
Teach child to follow visual
Allow food choices (see Sample Visuals) or preferred sauces (ketchup, Use first-then visual cue
first-then cue
BBQ, mustard, salad dressing) while saying “first snack, then
___” (favorite item) Teach to gesture/say “all
Cue child to gesture/say, “All done”
done”
Remind child he/she can
choose to just drink
Re-cue child to gesture/say
“all done”
Child doesn’t like to sit to Allow the child to leave table when gestures/says “All done”, gradually Gesture and tell the child, Teach child to sit to eat with
eat build up time at the table by saying, “One more bite, then all done” (slowly “Say all done”, and let the other classmates by
increase over time) child leave (slowly increase embedding choices
time required to sit)
Set a timer for a short period of time (1 minute), and have the child wait Teach child to gesture/say “All
for the timer before leaving the table (slowly increase time as child Cue to wait and look at timer done”, and let out (slowly
succeeds) increase time)
Comment aloud “Mary is
Provide the child highly preferred foods to encourage sitting sitting, and Johnny is sitting”; As you increase time, teach to
using the child’s classmates’ wait and look at timer
Have child help prepare the table for snack/meals to encourage
names
participation in routine Teach to follow visual first-
Refer to visual first-then cue then cue
Let the child sit next to a peer buddy or next to teacher to encourage
to “first sit, then eat” or “first
sitting
sit and eat, then music/TV”
Give choices of where to sit or what cushion to sit on
Offer alternate choices
Praise for sitting
Put on child’s favorite music or TV program while eating
Provide a visual first-then cue of “first sit, then eat” or “first sit and eat,
then music/TV”

SNACK/MEALS (CONTINUED)
Child wants other’s food Increase portions or give more filling food when the child is accessing food Remind child that it is his/her Teach child to request food
due to hunger or growth spurt (bread) friend’s food and he/she can from teacher (gesture/say
ask the teacher for more (use “more”)
Remind child to gesture/ask for more from the teacher, then serve child
words, gestures, or pictures
Teach child to keep
Serve pieces of food, or provide small portions to create the need for the for “more”)
body/hands within eating
child and other children to request more food from teacher
Prompt “Ask for more” or “Tell space
Praise child for eating own food me more”
Teach child to look at and
Create and read scripted story about eating at school: keeping hands to Remind child of “reward” for imitate peer buddy
self; eating own food; perspective of friends when food is taken; and how keeping hands to self; say,
Teach child to follow first-
to ask for more food “First keep hands to self, then
then verbal/visual cue
_____ (high fives, rock with
Have peer buddy model gesturing/asking for more (put words on the
Ms./Mr. ___, sticker on the
child’s actions: “Jose asked for more snack. Here you go, Jose.”)
chart, etc.)
Prompt other children to tell child to ask teacher
Remind child of his/her “eating
Offer special rewards, in first-then format, for keeping hands to self by space” by showing “designated
using things the child enjoys (“First keep hands to self, then ____”) area” marked off with tape or
placemat
Check with family about family’s meal time traditions and if the child has
access to sibling’s food Remind child of expectations
by reading scripted story
Create space between children that make it more difficult to reach the food
(while still keeping the child with the “group”)
Use a placemat or designate eating space with masking or colored tape
Praise for eating own food and for keeping hands to self

NAP
Child doesn’t like to nap (is Write a simple scripted story about nap time Remind child of favorite or fun Teach child to rest quietly (the
not tired) activity that comes next child may not need naps) with
Allow child to bring a favorite sleep item from home (e.g., stuffed animal,
favorite item
pillow, blanket etc.) Tell the child, “First quiet, then
I will rub you’re your back”, Teach child to choose quiet
Use first-then visual or verbal cue: first nap, then______
wait for child to quiet (this will alternative activity after
Schedule a fun activity after nap, and use visual class schedule or not reinforce problem behavior resting quietly for a
verbal/visual first-then cue to remind the child if the child is quiet) designated amount of time
Try to darken the room or the child’s nap area Validate feelings and offer
alternative, “I know you’re sad
Place child near teacher and away from other children to prevent child
but it is time to rest. You can
from disturbing others
lie down, and when you are
When quiet, lying down, and covered, offer to rub back for a short period quiet, I will sit with you or you
of time, then leave for a minute or two. While the child is still lying down can look at a book”.
and quiet, return again to rub his/her back; do this intermittently
Offer child choice of alternate
Allow child to look at a book or to do a quiet activity while staying on quiet activity (stuffed animal,
mat/cot book, color, squish ball, etc.)
(“First rest quietly, then you
Provide the child with a series of items to play with or look at for the length
can ____ or ____.”)
of nap time; give them to the child one at a time
Play soothing music
Take a group of children who do not nap and allow them to do quiet
activity supervised by another adult
Child wants adult attention Use first-then visual or verbal cue: “First rest, then I will rub backs” Use first-then prompt to Teach child to first rest nicely,
(bored or doesn’t know how remind “First rest or lie down, then teacher will rub back
to soothe self to sleep) Have child positioned with minimal distractions and “escape routes”
then I can come rub your
Teach child to rub baby doll’s
Rub child’s back and slowly back away/increase distance over time back”
or stuffed animal’s back
Provide a choice (see Sample Visuals) of a doll or stuffed animal (or a Say, “I will sit with you (or rub
comfort item from home) to nap with your back) when your are
quiet and lying down”
Schedule a short fun activity with child following nap so that he/she can
have time with the teacher Offer choice of “comfort item”
Praise for resting quietly
Child has a hard time Offer to put on music and/or rock or rub the child’s back using a first-then Say, “First lie down quietly, Teach child to first rest nicely,
settling down or soothing visual or verbal prompt (“First go to rest area, then I can rub your back or then I will put on the music then teacher will turn on
self to sleep rock you for a bit”) and rub your back (or rock music and rub back (or rock)
you)”
Have child positioned with minimal distractions or “escape routes” Teach child to rub baby doll’s
Offer choice of “comfort item” or stuffed animal’s back
Provide a choice (see Sample Visuals) of a doll or stuffed animal (or a
comfort item from home) to nap with Praise those resting quietly
Praise for resting quietly

NAP (CONTINUED)

TRANSITIONS
Child doesn’t want to leave Prepare child for a transition, by providing a safety signal about 5 minutes Validate the child’s Teach child to gesture/ask for
activity before end of activity and every minute thereafter. Tell the child “5 more feelings, “You look upset. I one more minute or one more
minutes, then time for _____, 3 more minutes then time for ____, etc.” know you like___; we’ll do turn and then transition
that tomorrow.”
Tell the child when he/she will do the activity again. Say, “We’ll do that Teach child to follow visual
tomorrow”, and show him/her on the visual schedule when the activity Let the child know when schedule and predict when
will occur again he/she can do the activity the activity will happen again
again by putting a picture (or
Put picture of activity on week calendar (see Sample Visuals) for Teach child to follow transition
allowing the child to put up
tomorrow or on visual schedule for later in the day safety signal (verbal cues,
the picture) of activity on a
timer, bells) and stop activity
Use a timer, set if for 5 minutes, and let the child know when the bell rings schedule for the next day or
the activity is finished or all done; give the child a safety signal before the on a calendar Teach child to choose a
timer goes off (“one more minute, then bell and all done”) preferred activity and/or
Tell the child, “I know you
friend(s) for next activity
Have the child transition with a peer buddy really like ___, but you will
have fun at ____. I can help
Use visual schedule to show child upcoming fun activities. Allow child to
you go to the ____, or you
manipulate schedule by turning over or removing completed activity
can go on your own”. (Pause,
Have or help the child put materials away for closure (play a clean-up turn- then assist if needed and
taking game) immediately praise.)
Give the child a special job during the transition or in the next activity (i.e., Redirect and focus child on the
door holder, line leader, etc.) visual schedule and
upcoming fun activity
Praise child for putting away materials
Praise child for going to next activity
Child doesn’t want to leave Use “I Go to Preschool” story (at both home and school) Tell child to say/gesture good Teach child to ask/gesture for
parent bye to parent while waving a hug or to sit on teacher’s lap
Have parent drop child at the door (or designated drop off area), and say a
(and vice versa)
quick “good bye” and “see you after school” Teach the child to follow
Help child inside classroom visual schedule and predict
Comfort and reassure child that someone (mommy or daddy) will pick
when parent will pick up
him/her up after school Comfort child by saying “You’ll
see mom or dad after school” Teach child to say/gesture
Allow child to bring a comfort item from home, and hold it during day
good-bye (use hand-over-
If upset, read the “I Go to
Provide a fun job as they enter the classroom hand prompting if necessary
Preschool” story to the child
so that you can then praise
Have a peer buddy from class greet the child each day
Redirect child with comfort the child for saying good-bye)
Put a picture of caregiver on a visual schedule so that the child can item and allow him/her to take
predict when he/she will be picked up from school/bus the item to the next activity

TRANSITIONS (CONTINUED)
Child doesn’t like or want Start transition about 5 minutes before end of activity and every minute Remind the child of his/her Teach child to make a choice
to go to next activity there-after, tell the child “5 more minutes” special job in the next activity of embedded preference and
(if necessary, cue with a friend to play with in
Use a timer, set if for 5 minutes, and let the child know when the bell rings
picture or object) upcoming activities
activity is finished or all done; give the child a safety signal before the
timer goes off Use visual schedule to Teach child to transition
remind of something fun through the use of prevention
Shadow child through transition to next activity
following activity, or use first- strategies listed
Prompt child with visual classroom schedule and/or first-then visual then schedule “First ___,
Teach child to imitate peer
schedule to indicate transition then ___“ after next activity
buddy
Have child transition with a photograph of area/activity he/she is expected Redirect and ignore behavior
to go to when possible
Have the child walk with a peer buddy Cue peer buddy to show
him/her where to go or to take
Make sure there is something fun for the child in the next activity, such as
his/her hand to help
a special job or something of interest for the child
Re-cue child of expectation by
Help the child find something fun about the next activity
pointing to photograph
Give choices (see Sample Visuals) of where to sit, what to play with,
Re-cue child to make a choice
who to sit by, etc.
Use a fun “transition activity”, such as “move like a frog to ___” or “hop on
one foot to ___” or “choo choo like a train to ___” or sing a song about the
next activity
Praise child for going to next activity
Child doesn’t understand Have next activity totally set-up so that when the children transition it is Redirect child verbally and Teach the child to follow
where to go or what to do ready and the activity can begin immediately with visual cue card as to visual schedule
(too much “wait time”) what to do or of next activity;
Give the child a transition activity to reduce wait time (look at book while Teach the child to transition
help the child succeed if
waiting, blocks as a small group, puppet play at seat, photo albums, etc.) with a visual cue card
needed and then immediately
Give child a visual (picture, photograph, or real object) to walk with to the praise Teach the child to imitate
next activity to cue him/her where to go and what to do peers
Model expected behavior
Use a photograph visual schedule Teach the child to make a
Point out peers who are
choice of a “routine transition
transitioning nicely
activity” while waiting for all
peers to arrive to next activity

TRANSITIONS (CONTINUED)
Child gets attention from Carry something to next activity Adult helps or reminds how to Teach the child to follow
peers/adults move to the next area/activity visual schedule
Let child choose a friend or teacher to walk with to the next activity (can
hold hands) Give him/her something to Teach the child to transition
carry (picture of where to go, with his/her hands to self
Have child transition while moving like an animal (hop like a frog, crawl
item to use in next activity,
like a turtle, etc.) Teach child to choose a friend
etc.)
or teacher to transition with to
Shadow the child during the transition so that you can prompt and praise
Ignore inappropriate behavior, the next activity
Use a photograph visual schedule and praise those who are
transitioning correctly
Allow the child to do something special in the next activity (sit next to a
friend or teacher, help with a favorite activity) Remind him/her to walk
correctly and model, then
remind that he/she can sit
next to a friend or teacher in
next activity


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Copyright December 2004

Routine Based Support Guide – Page 2

How to Use the Routine Based Support Guide ............................................................................................................... 4

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Circle Time .............................................................................................................................................................. 7

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What _________________________ does during ____________________________:

Why I think he/she does it:

What can I do to prevent What can I do if the What new skills

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What _ does during ____: