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Oregon Deafblind project - Developing Routines
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Developing Routines & Documenting Student Progress


Characteristics of Routines



Vision and hearing are the two senses that motivate a child to communicate and move. Some visual and auditory information the child finds to be more stimulating and interesting than other sensory stimuli. Since the child's preference towards a type of sensory information provides pleasure or a sense of power, the child is motivated to remember it. Because routines are typically based upon a child's likes or preference, they are effective in encouraging the child to communicate and move. Therefore in order to be effective, most routines need to be motivating, interesting and fun for the child.

The success of a routine depends greatly upon the responsiveness of the child's communication partner. This partner can make even a functional daily living skills routine fun by the way he interacts with the student. Turn-taking is an essential part of the process. Expect a response from the child and allow the time necessary for him or her to communicate. Some of these children have not yet learned a formal method of communication in non-symbolic ways. The communication partner must interpret these non-symbolic behaviors and give them communicative intent. Any movement, change in breathing pattern or body tone can be interpreted and shaped into a communicative response from the child.

Materials for Developing Motivating Routines


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Western Oregon University | The Research Institute | The Oregon Deafblind Project

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The Oregon Deafblind Project is funded through grant award # H326T130008, OSEP CFDA 84.326T, U.S. Department of Education, Office of Special Education (OSEP), OSEP Project Officer: Susan Weigert.

However, the contents of this site does not necessarily represent the policy of the US Department of Education, and no assumption of endorsement by the Federal government should be made.

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