207 Appendix B Creating Mini Routines Children who experience disorganized thinking tend to have the most difficulty during unstructured times. One obvious unstructured activity is recess at school when chaotic thinkers wander from one activity to the next, run into conflicts because of unmet expectations, or do not initi- ate any activity. Disorganized thinkers have experienced frequent lapses in organized thinking that result in seemingly unpredictable periods of unstructured time. For instance, after brushing his teeth, Johnny puts down his toothbrush and leaves the bathroom. Because of his disorganized mind, brushing his teeth did not trigger the next steps in the bathroom sequence (eg, putting away his toothbrush, using the toilet, and washing his face). Even seemingly predictable steps of mini routines, such as brush- ing teeth, can seem like an unstructured task to a disorganized child. It can help to make plans for these unstructured times, by subdividing these mini routines into mini mini routines. Mini routines need to be individualized to meet the needs of each child and each family. For young children, the routines can be listed as a series of pictures. Below are sample mini routines that can be copied and used. However, I suggest the following techniques when creating your own mini routines: 1. Decide on what mini routines create the most family struggle. Com- mon times when mini routines should be put into place usually occur when everyone in the house is getting ready (eg, for work, for bed, for ROC_FINAL.indd 207 4/9/19 6:24 PM
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