How to Create Bedtime Routines

How to Create Bedtime Routines for Children with Autism

Regardless of age, good bedtime routines are important. They help students fall asleep, stay asleep and wake up in the morning rested and ready for a successful day at school.

Unfortunately, a number of our students on the autism spectrum (and many other students, too) have difficulty establishing a good sleep habit. There will be lots of individual differences in sleep patterns, but working toward following a consistent evening routine can help achieve success. Here’s how.

Make it a priority
People more commonly create a morning routine. Getting ready for bed at night can easily become a much less structured, much more hurried part of the day. It is important to dedicate the time necessary to follow a successful routine.

How much sleep?
First determine how much sleep a child needs. A good test is to observe what happens during the summer or on a weekend when there is no specific time to get up. Some simple math will tell you what time he or she needs to go to bed.

Keep in mind that when there are multiple children in the family, their sleep needs may be very different. One of the most difficult challenges teachers can have at school is trying to teach children who have not gotten enough sleep last night.

Make a list
Create a list of everything that needs to be done as a part of getting ready for bed. Be sure to include all the things that are a necessary part of the evening. Here are some possibilities.

Traditional go-to-bed activities
Have a snack
Take off clothes
Put dirty clothes in the hamper
Take a bath
Wash hair
Brush teeth
Put PJs on
Go to the bathroom
Find favorite sleep blanket or animal
Set the alarm
Say prayers
Read a book
Sing a song
Turn on music
Go to sleep

Here are more options that become a part of ending the day
Check the calendar
Get clothes ready for tomorrow
Find things you need to take to school
Get backpack ready for the morning
Check lunch menu
Pack lunch

Now an important question
How much time will it take? What you begin to discover is that you really have an “ending the day” routine. It may not be just about going to bed. So the critical question. . . .how much time will it take? Realistically.

And here’s the problem
It probably takes more time than you think. One important factor is the age and capability of the student. How much is he able to do independently? Or how much “teaching time” do you need so that she can learn to become independent with the tasks involved.

Now you can develop a routine
Kids LOVE routines. They thrive on routines. A regular nightly routine helps them learn to be sleepy. A good evening routine also helps students have good feelings. It creates a sense of security and control.

Winding down
Try to sequence the evening activities so they will gradually wind down and create a sense of calm. That is why bathing near the end can be a good idea. Soft music, lights down, massage or other calming activities help.

Let your child know the routine
A visual schedule of end of day activities is a perfect tool to guide children through the necessary steps. Sometimes people put “go to bed” on a daily schedule. That is OK, but creating a “mini-schedule” of all those end of day activities will help establish a consistent routine.

Be a time keeper
Try using a visual timer to let kids know how much time each activity can take. That will prevent the procrastinators from succeeding. Sticking to a time limit is important in the evening, so that your timing goals can be reached.

Simple steps with great results
How children handle the day can be directly related to what kind of a night they had last night. Spend some time in the evening getting ready for the morning. Then take steps to help get a good night’s sleep. These are two important steps toward having a good day tomorrow.

© 2009 Linda Hodgdon, M.Ed., CCC-SLP
www.AutismFamilyOnline.com

Success Story

One of my newsletter readers wrote to me about their success with visual strategies...

"The most profound experiences that I have had using visual strategies is when a new child comes to me and his/her parents are so frustrated that their child not only does not talk, but also has behavior problems. I introduce the child (and parents) to visual strategies and the parents are always amazed at how quickly their child understands how to communicate. I then give the parents a few visual strategies (pictures, signs/gestures, etc.) to use at home and they come back the next session with a report of how well the visual strategies are working at home and in such a short time. Then it's just a process of building on what works for that child."

This is a great example that I hope can inspire others!

Getting on board with new technology

Recently I purchased the new iPhone. I'm learning how to make this technology work for me, and for those with autism. I'm excited about the possibilities!

I've also become a member on Facebook (search for Linda Hodgdon) and Twitter (http://twitter.com/lindahodgdon). I am looking forward to making new "friends" on these sites.

Things are starting to pick up around here with it being back to school season! Check back soon!