Program

Special Education M.A.

Number of Pages

58

Year Approved

2024

First Advisor

Strand, Charles

Second Reader

Karin Farrington

Abstract

Everything revolves around rountines and to be great at anything, you have to offer communiation and cler expectations. Typical routines involve moving to a designated area of instruction or location. Planning out certain times will give students a sense of structure to help them transition well in life. They willl know how to comply with rules, adhere to guidelines and boundaries. When students develop routines it helps them to be successful. Modeling explict, guided instructions, strategy helps students comprehend routines that foster self-awareness, self- regulation, and social skills. Implementing routines and predictability into the classroom can result in increased skill development for students with developmental challenges and routines help develop appropriate strategies to cope with different forms of behaviors. Through routines the mind /body can adjust to new environments, build a sense of familiarity, and instill healthy habits. The ability of teachers to organize classroom and mangae the behavior of their students is critical to achieving postive educational outcomes. Although some behavior management does not guarantee effective instruction, it establish the environmental context that makes good instruction possible. Reciprocally, highly effective instruction reduces, but does not eliminate, classroom behavior problems (Emmer & Stough, 2001). It cannot be overstated that routines need to be simple and rehearsed with students. Many students need routines explained, and younger studnts need routines modeled.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis

Terms of Use and License Information

Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

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