Put up dirty dishes. Student pushes paper trash off table into trash can placed in the spot where the trash will fall into it. Put spoon in finished box. Student assists with transfer back to wheelchair by partial weight bearing. Student maintains grasp on spoon after it is placed in his hand during transition back to calendar area.
Student extends hand toward finished box, then hand over hand placement of spoon into box.
As you can see, the steps of the routine are usually the same things typical peers would do in the same activity. The precise planning of what the student will be expected to do and how he will be helped on each step is the part of the routine that will ensure maximum participation in the activity. Many students are able to participate at a higher level when this instructional strategy is used because they need the following things that routines provide. Consistency of expectations. Predictability of what help is going to be given.