The use of routines in ABA

Routine, understood as a constant sequence of actions that are repeated and endure over time, constitutes a fundamental pillar in the therapeutic approach to Autism Spectrum Disorder (ASD) through Applied Behavior Analysis (ABA).

Various scientific studies corroborate that children with ASD tend to manifest repetitive behaviors in the course of their daily activities. For example, they often meticulously organize their toys or follow very specific patterns in their routines.

The introduction of structured routines has been revealed as an effective strategy to positively influence the behavior of children with ASD. Maintaining an established sequence of schedules and activities can significantly contribute to preventing emotional disturbances and fostering better adaptation to changes. Additionally, it facilitates communication and strengthens the relationship between children and their caregivers, as well as promoting the acquisition of new skills and autonomy.

One way to implement these routines is through Family-Guided Routine-Based Intervention (FGRBI), a research-based approach that applies ABA principles comprehensively throughout the day. For example, positive reinforcers, such as praise, can be used to incentivize desirable behaviors, like successfully completing the bedtime routine.

In this regard, routines can arise from any activity that parents and the child engage in together regularly. The optimal learning opportunities are those that are highly interactive and filled with fun. For instance, if a caregiver is working with their child in the garden, they can interact with the surrounding environment. They can ask about the color of the flowers or have the child point to a flower of a specific color if they have not yet developed verbal language skills.

However, unexpected modifications can occur, such as the death of a family member or job changes. When this happens, it’s essential to gradually inform the children about the changes in order to prevent increased anxiety that may trigger negative behaviors.

From this, routines can be complemented with visual aids, which are elements used to improve communication and learning skills. Several studies have demonstrated the effectiveness of their use in therapies for children’s development.

Among such resources are visual schedules, which are sequences of images or words showing a set of scheduled activities or tasks. Additionally, token boards are used, representing rewards or reinforcements obtained and aimed at stimulating positive behaviors.

In summary, the implementation of routines supported by visual aids not only constitutes an effective therapeutic strategy but also strengthens the family bond and promotes the comprehensive development of children with ASD. The family, as the primary support agent, plays a crucial role in the accompaniment process and in creating a favorable environment for the well-being and inclusion of these children.