Routine-Based Learning

All people depend on routines. Routines provide a predictable framework to our days and reduce stress. Changes or unexpected events can cause stress.

For children—and especially for children with deaf-blindness—routines provide consistent, repeated experiences that allow them to anticipate what is about to happen, communicate in a structured and familiar setting, and actively participate to the greatest extent they can.

In a routine, the steps happen in the same order, in the same way, at an expected time, and at a good pace for the child. Through their regularity and familiarity, routines provide additional information that may not be available to children as a result of their hearing loss and visual impairment. As children learn routines, they also learn about the world (concept development). The stability of the routine creates an environment in which children are available for learning. Without routines, children may react negatively out of fear because they don't know what might happen or be done to them next.

Formalizing an activity into a routine may be referred to as “routine-based intervention” or “activity-based learning.”

Why use routines?

• Routines provide "a systematic approach that is individualized to meet the child's skills and preferences" (FACETS, 1999).
• Routines provide opportunities for consistency, predictability, anticipation, and repeated practice (Smith, 2002).
• Using routines creates stability (Aitken et al., 2000).
• Through a routine, the student has the best chance of recognizing an event, feeling secure, learning, and responding (Aitken et al., 2000).

What does it mean to identify an activity as a routine?

To be identified as a routine, the steps in an activity must be formalized. In the beginning, the structure and sequence must be identical each time the steps are performed. For an activity to be considered a routine, it should initially meet the following criteria (Smith, 2002, p. 1):

• There is a clear signal to the student that the activity is starting. The steps of the activity occur in the same sequence.
• Each step is done the same way each time (same materials, same person, same place).
• Assistance is given in the same way each time until the student is ready for a lower level of prompting.
• The pacing of instruction is precisely maintained until the activity is finished (no side conversations, no going to get something you forgot, or spontaneously adding new or different steps that won't happen the next time the activity is done).
• There is a clear signal to the student that the activity is finished.

Once a child is familiar with a routine, it may be possible to vary the materials, the person helping the child, or where the routine takes place. As a child is able to accept small changes, he becomes capable of generalizing concepts and activities. Parents and teachers must assess each child's readiness for changes to a particular routine.

References:

Aitken, S., Buultjens, M., Clark, C., & Eyre, J. T. (2000). Teaching children who are deafblind: Contact communication and learning. London: David Fulton Publishers.

FACETS (1999). Tip sheet: Considerations for planning routines based intervention. Retrieved on July 10, 2009 from: http://tactics.fsu.edu/pdf/HandoutPDFs/TaCTICSHandouts/

Module2/Considerations.pdf

Smith, M. (2002). Routines. Retrieved on July 10, 2009, from: http://www.tsbvi.edu/Education/vmi/routines.htm

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