Using Routines to Support Complex Needs

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 18, 2025
Students with complex learning needs thrive in environments that are structured, predictable, and embedded with meaningful routines. Instruction rooted in natural environments, functional skills, and age-respectful, activity-based learning fosters independence, engagement, and long-term participation in home and community life.

The Power of Routines

Natural Environments & Functional Curricula

Students learn best through real-life routines in authentic environments. A functional, activity-based curriculum allows students to practice meaningful life skills in the contexts where they will use them—such as eating, toileting, grooming, communication, and transitioning.
  • Promote independent living skills through daily routines.
  • Integrate social skill development during group routines like snack time or greeting peers.
  • Emphasize generalization by practicing skills in multiple settings (e.g., classroom, cafeteria, therapy room).

Age-Neutral & Respectful Materials

Avoid childish or age-inappropriate items. Use materials that maintain dignity and relevance, especially for older students:
  • Use household tools instead of toys (e.g., real spatulas instead of plastic ones).
  • Choose switch-activated or tactilely interesting items that promote interaction without being juvenile.
  • Present materials in aesthetically pleasing ways—simple color contrast, clean backgrounds, and organized layouts.

Instruction Through Predictable Routines

Routines help students:
  • Anticipate what’s coming next
  • Transition with less stress
  • Understand cause-and-effect relationships
  • Learn and reinforce core vocabulary
  • Practice turn-taking, requesting, and functional communication
When routines are repeated and predictable, students feel safe to explore, take risks, and build independence.

Meeting Sensory Needs

Adapt routines to meet individual sensory profiles. Sensory integration and regulation are essential to learning for many students with complex needs:
  • Allow movement-based engagement (e.g., in a therapy swing, standing frame, or tactile tray).
  • Use auditory, tactile, visual, olfactory, and vestibular input based on student preference and tolerance.
  • Consider flexible positioning (side-lying, prone, or supported sitting) for better access and participation.

Sample Work Routines That Build Independence

Here are examples of simple, purposeful routines that integrate sensory exploration, motor skills, and communication:

Water Play Routine

Purpose: Develop sensory awareness, tactile exploration, motor planning, and self-care concepts (e.g., hand washing)
Materials:
  • Metal basin (adds visual and auditory interest)
  • Warm water
  • Submersible LED lights or high-contrast floating items
  • Soap (bar or liquid)
  • Hand towel
  • Black waterproof tablecloth (to reduce visual clutter)
Steps:
  1. Place the basin on the table in front of the student.
  2. Encourage visual/tactile attention to the water using light and sound.
  3. Invite the student to place hands in the water—use modeling or hand-under-hand exploration.
  4. Introduce soap; lather your hands and invite the student to join.
  5. Dry hands with a soft towel (engage in sensory comparison: wet/dry, warm/cool).
Extend the routine with descriptive language: “The water is warm,” “Hands are clean now,” etc.

Lotion Massage Routine

Purpose: Promote calming touch, self-awareness, and communication
Precautions: Avoid if the student has rashes, skin sensitivities, or allergies.
Materials:
  • Unscented lotion bottle
  • Ribbon (glittery, high-contrast, or textured) tied around the bottle
  • Direct light source for visual attention
Steps:
  1. Present the lotion visually and verbally: “Lotion time!”
  2. Place a small amount of lotion in your palm, then gently introduce it to the student’s hand.
  3. Use a soft, slow massage to engage their fingers and palms.
  4. Describe what you’re doing: “Soft hands,” “Lotion feels smooth.”
Let the student hold or explore the lotion container for additional tactile exploration.

Essential Oil Choice Routine

Essential Oil Choice RoutinePurpose: Encourage decision-making, communication, and sensory preferences
Materials:
  • Two small containers with different essential oils
  • Switch with recorded voice output (e.g., “More, please”)
  • Unscented lotion for mixing
Steps:
  1. Present two oil options. Allow the student to smell each one.
  2. Observe the student’s preference (e.g., leaning toward, smiling, vocalizing).
  3. Add the chosen scent to a small amount of lotion.
  4. Continue with a hand massage using the scented lotion.
  5. Pause midway and prompt the student to activate the switch to request “more.”
This can be a powerful moment for teaching turn-taking, preferences, and cause-effect

Additional Suggestions

  • Use routine scripts or visual/tactile cue cards to support sequencing and transitions.
  • Provide choice-making opportunities during routines (e.g., towel color, soap scent, music during massage).
  • Reinforce core communication vocabulary (want, more, done, help, go, stop) within every routine.
  • Create routine-based data sheets to track engagement, communication attempts, and motor responses.
  • Pair routines with songs or chants to create predictable auditory patterns.

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