Morning and Bedtime Routines

Children with ASD can find the long-term goal of morning and bedtime routines difficult, which may be related to problems sleeping soundly or problems going to sleep, or difficulty transitioning from one situation to another (for example, not wanting to end an activity to go to bed or leave for school). Establishing predictable routines can give your child a sense of control and will help them know what to expect. This can make transitioning easier, which may decrease anxiety and meltdowns and promote their ability to engage in self-care, improve their independence, and reduce problematic behavior. In order to help your child master the long-term goal of morning and bedtime routines, you can work with your child on the short-term goals of getting ready for school, getting ready for bed, packing an overnight bag, or unpacking school bag/belongings.  

Getting Ready for School

The following strategies may help your child make progress towards mastering the short-term goal of getting ready for school:

• Get familiar with your child’s habits. It can be helpful to become familiar with your child’s habits and use that knowledge to build or modify your child’s morning routine. For example, if your child has a hard time waking up in the morning or tends to transition slowly, build more time into the morning routine to reduce stress.  
• Prepare ahead of time. If your child prepares for the next day ahead of time, it may make the morning transition easier. In the evening, help your child pick and lay out an appropriate outfit of their choosing for the next day, pick snacks and/or foods and pack them into a lunchbox or lunch bag, and pack their school bag.
• Visual schedule. Use a visual schedule, which can help your child track completion of tasks during their morning routine. For example, you may have images of clothing, a toothbrush, a hairbrush, and breakfast. As your child completes each task, have them move the image of the completed task from “To Do” to “Completed.” Discuss the schedule with your child and allow them to make some choices about the schedule. Use positive reinforcement or a reward to encourage your child to complete activities on the schedule, such as playing and singing along to their favorite song once you are on the way to school. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.

For the short-term goal of getting ready for school, you can choose a target such as placing items that you put on just before leaving for school by the door (e.g., shoes, jacket, backpack), selecting an outfit for school, or morning hygiene routines.

Step 1: Decide what task related to getting ready for school that you would like your child to identify. For example, you can choose the target of identifying items related to morning hygiene routines while working on the short-term goal of getting ready for school. Select four pictures as follows: one image of a toothbrush, one image of a washcloth, one image of a toy, and one image of a broom. 

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a  child with a toothbrush, or a verbal SD (“Time to identify items that we use to wash up in the morning before school!” or “Let’s find the items we use to wash up while we are getting ready for school!”).

Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently to identify the images representing morning hygiene routines for which you prompted. The baseline level will vary according to your child and their specific abilities. As an example, you can count how many times in a row your child is able to independently identify the images of items used for morning hygiene routines when prompted. Alternatively, you can count how many times within a given time interval (e.g., 5 min, 10 min, 15 min, etc.) your child was able to independently identify the images of items used for morning hygiene routines when prompted. 

Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of  identifying the images of items used for washing up during their morning routine), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, you can show your child the image of the washcloth and the toothbrush and say “These are items we use for washing up when we are getting ready from school” followed by showing your child the image of the toy and the broom and say “We do not use these to wash up when we are getting ready for school.”

Step 5: Collect data on how your child makes progress. For example, count how many times in a row your child can meet the target of  identifying images of items used for morning hygiene routines independently. Alternatively, you can track progress by recording how long it takes your child to meet the target of  identifying images of items used for morning hygiene routines independently. Or, alternatively, you can track progress by counting the number of successful attempts at identifying images of items used for morning hygiene routines during a session. 

Step 6: Track how your child makes progress to meet the target of identifying the images of items used for morning hygiene routines by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at identifying images of items used for morning hygiene routines over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can identify the images of items used for morning hygiene routines, and compare that with the percentage threshold necessary to meet the target.

Getting Ready for Bed

The following strategies may help your child make progress towards mastering the short-term goal of getting ready for bed:

• Visual signaling. Giving your child visual signals that it is time to start their bedtime routine can help with their bedtime tasks and transitioning. For example, have your child set out pajamas and their toothbrush approximately 30-45 minutes before it is time to start their bedtime routine, so they know that bedtime is getting closer. Offer a reward or positive reinforcement after your child has set out the items that they will need, such as watching a favorite TV show. After your child has completed their bedtime tasks, such as bathing, brushing their teeth, and getting dressed, help your child relax and wind down by setting aside time to do something that signals that it is almost time to sleep. For example, you may read a book followed by turning on a nightlight or sing or play a quiet song or music that is calming.
• Countdown to bed. Use a timer to visually show your child how much time they have left before it is time to get ready for bed. Accompany the visual timer by counting down the time verbally, for example, by saying: “30 more minutes and then we will get ready for bed.” When the time is done, you must follow through and start helping your child get ready for bed. Use positive reinforcement and a reward after your child completes their bedtime process: read a favorite book or sing a calming song. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.
• Make it a game. Gather items from around the house, some which are used during the bedtime routine and others that are not, for example, a toothbrush (bedtime), pajamas (bedtime), nightlight (bedtime), a fork (not bedtime), a hat (not bedtime), a pencil (not bedtime). Have your child sort the items into “bedtime” items, and “not bedtime” items. Offer praise and encouragement when your child is able to put each item into the correct category. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.

Learn Bedtime Routine - Story Time | Little Baby Bum | Story Corner | Learning Videos For Kids

For the short-term goal of getting ready for bed, you can choose a target such as sorting items that are needed for a bedtime routine (e.g., a book, a toothbrush, pajamas, etc.), matching images of items used while getting ready for bed (e.g., pajamas, a book, etc.) vs. items used to get ready to go to the park (e.g., a ball, a hat, etc.), or selecting an appropriate outfit to wear to bed. 

Step 1: Decide what type of activity related to getting ready for bed that you would like your child to learn. For example, you can choose the target of sorting items that are needed for a bedtime routine while working on the short-term goal of getting ready for bed. The task analysis for sorting items that are needed for a bedtime routine could be as follows:

1. Make a list of items needed for the bedtime routine and cross items off as you go. (This may include: toothbrush, toothpaste, pajamas, a book, and washcloth.)
2. Go into the bathroom and open the cabinet (or other location where toothbrush and toothpaste are kept) and remove toothbrush and toothpaste.
3. Put the toothbrush and toothpaste on the sink.
4. Open the cabinet (or other location where washcloths are kept) and remove a clean washcloth.
5. Set washcloth on the sink.
6. Go into the bedroom. 
7. Open the dresser drawer and select a pair of pajamas. 
8. Lay pajamas on the bed.
9. Go to the bookshelf and select a bedtime story.
10. Set the book on the bed.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a parent and child reading a bedtime story, or a verbal SD (“Time to get everything together for bed!” or “Let’s set out everything we need to get ready for bed!”).

Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete the entire task analysis independently during a set amount of time (e.g.,10 min, 15 min, 20 min, etc.).

Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of sorting items that are needed for a bedtime routine), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to select the items needed for bed from the bathroom and then set them out, followed by selecting items needed for bed from the bedroom and then setting them out).

Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at sorting items that are needed for a bedtime routine during a session. 

Step 6: Track how your child makes progress to meet the target of sorting items that are needed for a bedtime routine by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at sorting items that are needed for a bedtime routine over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.

Packing an Overnight Bag

Helping your child learn to put together items they will need for a certain situation (for example, school, a sleepover, a trip, etc.) will encourage independence. Any of the following tips can be used to help your child learn to select and pack appropriate items for many situations. 

The following actions may help your child make progress towards mastering the short-term goal of packing an overnight bag:

• Make a visual list of what to pack. Practice what to pack by having your child create a visual list for a particular situation. For example, if your child needs to pack an overnight bag for a sleepover, you can cut out pictures of different items that may or may not be needed for a sleepover, such as a sleeping bag, a pillow, a toothbrush, and other items that would not be needed for an overnight trip. Have your child sort the images into items that should be packed for an overnight trip and items that would not be needed for an overnight trip. 
• Role-play. Help your child learn what they will need to pack by role-playing to show them items that should go into an overnight bag. First, select a bag so your child knows where the items will go, or have your child select a bag that they can carry on their own. Next, guide your child about what you will be doing:

• “We are going to pretend to pack a bag to go to [someone’s] house to sleep. What should we pack?” (Hint: You can use the visual list as a reference or let your child select items.) 
• Select items that you would and would not pack for an overnight trip. As you pick each item, tell your child for each item whether it should be packed or not. For example, say “This is your alarm clock. We don’t need to pack this.” or “These are your pajamas. We need to pack these.” After you have demonstrated with items that your child will need to pack and not need to pack, go through the process again and offer prompts, such as asking your child “Do we pack these pajamas to go sleep at [someone’s] house?” If your child does not respond, provide the response then repeat the question. Provide praise and encouragement or a small reward for correct responses. For incorrect responses, gently tell your child “No. We do not need to pack the alarm clock.”

For the short-term goal of packing an overnight bag, you can choose a target such as sorting items that go into an overnight bag (e.g., a book, a toothbrush, pajamas, a stuffed animal, etc.) or identifying images of personal care items that go into an overnight bag.

Step 1: Decide what items that go into an overnight bag you would like your child to learn to identify. For example, you can choose the target of  identifying images of personal care items to go into an overnight bag while working on the short-term goal of packing an overnight bag. Select four pictures as follows: one image of a hairbrush, one image of a toothbrush, an image of a television, and an image of  an alarm clock. 

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as the image of a toothbrush and an image of a hairbrush, or a verbal SD (“Time to find things to pack for an overnight trip!”).

Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently to identify the images of the personal care items for an overnight bag for which you prompted. The baseline level will vary according to your child and their specific abilities. As an example, you can count how many times in a row your child is able to independently identify the images of the personal care items when prompted. Alternatively, you can count how many times within a given time interval (e.g., 5 min, 10 min, 15 min, etc.) your child was able to independently identify the images of personal care items for an overnight bag when prompted. 

Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of identifying the images of personal care items for an overnight bag, provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, you can show your child the two corresponding images of the toothbrush and hairbrush and say “These are personal care items we bring in an overnight bag” followed by showing the images of the television and alarm clock and saying “These are not items we bring in an overnight bag.”

Step 5: Collect data on how your child makes progress. For example, count how many times in a row your child can meet the target of identifying the images of personal care items for an overnight bag independently. Alternatively, you can track progress by recording how long it takes your child to meet the target of identifying the images of personal care items for an overnight bag independently. Or, alternatively, you can track progress by counting the number of successful attempts at identifying the images of personal care items for an overnight bag during a session. 

Step 6: Track how your child makes progress to meet the target of identifying the images of personal care items for an overnight bag by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at identifying the images of personal care items for an overnight bag over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can identify the images of personal care items for an overnight bag, and compare that with the percentage threshold necessary to meet the target.

Unpacking School Bag/Belongings

The following actions may help your child make progress towards mastering the short-term goal of unpacking school bag/belongings:

• Use a visual list. Create a visual list of items that your child keeps in their school bag. Collect pictures from magazines or from printable online resources (see below) of items that your child has in their bag, which may include pencils, erasers, headphones, a notebook, or other items.  Have your child go through and find each item and remove it from their bag. As your child removes each item, give a small treat or reward. When your child is done unpacking the bag, tell them “All done!” and offer verbal praise and positive reinforcement. As your child begins to master this skill, you can wait until the entire bag is unpacked and then offer a treat or a reward. Phase out the positive reinforcement when the skill has been sufficiently acquired. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behaviors to be supported solely by social reinforcement.

• FREE School Supplies Sample | Clip Art by Chick on the Run | TPT (teacherspayteachers.com)
• School Supplies Clipart Freebie by Mrs Cabello Spanish Class | TPT (teacherspayteachers.com)
• Clipart: Back to School Supplies by Clipart Queen | TPT (teacherspayteachers.com)

• Unpacking at school. Use a social story to help your child learn about how to unpack their bag when at school and where to place each item in the classroom.
• Have a routine. Having a dedicated routine for unpacking after school may make it easier for your child to adjust to the routing of unpacking their bag. For example, have a designated area where your child unpacks; if any school work needs to be reviewed and signed, have your child give that to you before emptying the rest of the bag and then return the work immediately to their bag after you have reviewed.

For the short-term goal of unpacking school bag/belongings, you can choose a target such as unpacking paperwork that requires a parent’s signature (e.g., permission slips, signatures on tests, etc.), unpacking school supplies that need to be refreshed (e.g., broken pencils or crayons), or unpacking and disposing of any trash/recycling from a school bag/belongings (e.g., trash or recycling from a lunchbox, old papers, etc.).

Step 1: Decide what items you would like your child to learn to unpack from their school bag/belongings. For example, you can choose the target of unpacking paperwork that requires a parent’s signature while working on the short-term goal of unpacking school bag/belongings. The task analysis for the target of unpacking paperwork that requires a parent’s signature could be as follows:

1. Set the school bag on a table. 
2. Open the school bag.
3. Remove the folder (or other organizational items) where papers are filed. 
4. Open the folder.
5. Remove all paperwork.
6. Separate the paperwork that requires a parent’s signature from paperwork that does not require a signature.
7. Put the paperwork that does not require a signature back into the folder.

Step 2: An initial/specific discriminative stimulus (SD) should be selected that will cue your child that the task will start. This SD can be a visual SD, such as an image of a reading log that needs a parent’s signature, or a verbal SD (“Time to find all of the papers that you need me to sign!” or “Let’s unpack the papers that you need me to sign from your school bag!”).

Step 3: Collect baseline level data by providing the SD from Step 2 and allowing your child to attempt independently. The baseline level will vary according to your child and their specific abilities. Take data on which steps were accurately done independently. For example, you can count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Alternatively, if your child is able to complete the entire task analysis independently, record how long it takes your child to complete the entire task analysis independently during a set amount of time (e.g., 5 min, 10 min, 15 min, etc.).

Step 4: To begin the trial to monitor progress towards meeting the target (i.e., the target of unpacking paperwork that requires a parent’s signature), provide the SD from Step 2 and allow your child to attempt independently. When your child is successful, provide reinforcement. If the reinforcer for the behavior is a tangible item, such as a small snack or a token for a token board, ensure that it is provided with a great deal of verbal praise. Ideally, you want your child’s positive behavior to be supported solely by social reinforcement. If the behavior was not displayed, end the trial and provide the appropriate level of prompting on the following trial. For example, employ a model prompt to show your child what to do at the beginning of the following trial (e.g., model for your child how to open the school bag, remove the folder where paperwork is kept, separate the papers that need to be signed from those that don’t need to be signed, and put the papers that don’t need to be signed back into the folder).

Step 5: Collect data on how your child makes progress. For example, count how many steps in a row (from the task analysis in Step 1) your child can complete independently. Decide if you want to utilize forwards or backwards chaining to teach the steps that your child may struggle to complete independently. Alternatively, you can track progress by recording how long it takes your child to complete all the steps from the task analysis in Step 1. Or, alternatively, you can track progress by counting the number of successful attempts at unpacking paperwork that requires a parent’s signature over a certain number of sessions. 

Step 6: Track how your child makes progress to meet the target of unpacking paperwork that requires a parent’s signature by comparing with either a number threshold or a percentage threshold (necessary to meet the target). For example, you can record the number of successful attempts at unpacking paperwork that requires a parent’s signature over a certain number of sessions, and compare that with the number threshold necessary to meet the target. Alternatively, you can record what percentage of times your child can complete all the steps from the task analysis in Step 1, and compare that with the percentage threshold necessary to meet the target.