Dori Senatori

Work Routine Lesson Plan for M

 

 

Goals:

 

• M will learn a sequence of steps within a motivating routine to prepare her for a similar sequential activity with a vocational focus in the future.

• M will practice communication skills, naming and labeling of objects during her routine.

• M will practice left to right sequence for pre-literacy and pre-vocational skills.

 

Tools used:

 

• 4 slot sequence box

• M’s familiar objects that she uses everyday

 

Location of lesson: Dorm room

 

Steps of routine:

 

1. Setup symbols beforehand in consistent sequence; deodorant, t-shirt, shorts, hairbrush, in a 4 slot sequence box.

    

2. Guide M’s hand to the first step in sequence, use the verbal phrase “deodorant”. Then say “And now deodorant” give wait time to see if M will hold the deodorant in her hand (this is multi-step because she has to switch hands and put under opposite underarm so currently the teacher has been performing this for her with her occasionally lifting her arm to help); then say “right arm” and provide wait time to see if M will lift her arm up to put deodorant on; then say “left arm” and again give wait time to see if she will lift up her left arm. Some mornings M will not want to perform this task and she may become upset, sometimes she can be re-directed with soft singing in her ear during the task.

    

3. Guide M’s hand to the second step in sequence, use the verbal phrase “t-shirt”, and help M start the process of putting her t-shirt on. Use the verbal phrase “first over your head” attempting to get some assistance from M as you start the motion of putting the shirt over her head and see if she will continue the rest of the steps, give her some time to see if she will continue the task and if not say and give a tactile cue to her right arm, “right arm next”, then give her some more time to see if she will put her left arm in and if not say, “left arm next” with also providing a tactile cue to her left arm.

    

4. Guide Melina’s hand to the third step in sequence, use the verbal phrase “shorts”, Then say “And now shorts”; then say “right leg” while providing a tactile cue to her right leg, and give M some extra time to see if she will try to lift her right foot towards the shorts and finish the process, then say “left leg” and again give a tactile cue to her left leg and wait to see if she will lift her left leg into the shorts. Then give her the verbal phrase, “stand-up” keep this part with a short verbal phrase because she knows that standing up will entail pulling up her shorts at this point, and she becomes agitated with too many verbal cues at once.

 

1. Using hand under hand support and short verbal phrases, guide M’s hand to the last step in sequence and use the verbal phrase “hairbrush”, then say “last we are going to get the hairbrush”, then say “now brush hair”. Give M extra wait time and attempt to get some assistance from M to help in brushing her own hair. Try to put M’s hair back with a rubber band if she will allow it, but sometimes she does not want anyone touching her hair or trying to put it up depending on the day. If she will let you put the rubber band in her hair talk about what you are doing as you are putting it in her hair.

    

2. Now use the verbal phrase, “Now morning routine is finished.” 

    

Evaluation of Lesson:

 

• Give feedback about M initiating any of the tasks during wait time, be specific as to what task and which body part she appeared to be able to identify with the verbal cues, was a tactile cue needed as well?

• Did M hold any of her items during the task? Did she throw them on the floor to reject?

• Did M try to brush her hair?

• Did M attempt to reach in the next sequence slot during her familiar routine without hand under hand assist?

 

 

My case study student M learns best when the routine is familiar, meaningful, purposeful and with a predictable 4 slot sequence box. During this lesson M is able to work on her communication skills, and naming and labeling of objects in the sequence box. At this level, we are really working on prerequisite skills (sometimes pre-prerequisite skills) and this will build the foundation for her future vocational skills for employment. M’s attention is focused on the task when it is engaging and keeps her interest while maintaining a positive shared interaction with her teacher, like the lesson plan of getting herself ready in the morning. The sequence of the steps and learning left to right is a pre-literacy skill and a pre-vocational skill, which will help prepare M for an activity with a similar sequence and vocational focus in the future.