Creating a structured and consistent daily routine is essential for an autistic child, especially one who stays at home. The routine should balance predictability with flexibility, include sensory regulation activities, focus on communication development, and provide opportunities for self-expression and play.
Here is a sample daily routine plan for a home-based autistic child (ages 4–10) with a description of each activity and how it will be done.
Daily Routine Plan for an Autistic Child (Home-Based)
| Time | Activity | Description & How It Will Be Done |
|---|---|---|
| 7:30 AM | Wake Up & Morning Routine | – Gentle wake-up with a soft alarm or parent touch. – Visual schedule displayed (pictures/icons). – Brush teeth, wash face, change clothes with step-by-step visual aids. |
| 8:00 AM | Breakfast | – Eat a preferred breakfast in a quiet, calm area. – Choose from a variety of food selections by using visual aids. Promote communication (verbal, PECS, or AAC) and the use of utensils.8:30 AM Sensory Integration Time: Depending on needs, use a trampoline, weighted blanket, swing, or sensory bin.. |
| 8:30 AM | Sensory Integration Time | – Use a sensory bin, swing, weighted blanket, or trampoline depending on needs. – Activities: swinging, bouncing, playing with kinetic sand, deep pressure massage. |
| 9:00 AM | Learning Time | – 15–30 min of focused tasks: matching, sorting, basic reading/math. – Use apps, flashcards, or worksheets. – Use breaks and tiny incentives (like stickers) to reinforce. |
| 10:00 AM | Movement Break | – Home obstacle courses, animal walks, and jumping jacks. – Use a timer (5–10 minutes). – Add music or favorite songs for motivation. |
| 10:30 AM | Creative Play / Therapy Activity | – Art: coloring, painting, building with blocks or clay. – Speech/OT activities as guided by therapist (remote or planned by parent). – Use fine motor tools (scissors, tweezers). |
| 11:30 AM | Free Play | – Let the child choose: favorite toys, sensory toys, puzzles, or pretend play. – Keep it structured: limit to 2–3 toy options. |
| 12:00 PM | Lunch | – Eat together to model social behavior. – Use mealtime as a communication opportunity. – Follow up with clean-up routine (wipe table, put dishes in sink). |
| 1:00 PM | Quiet Time / Rest | – Dim lights, play calming music or white noise. – Books, quiet toys, or nap if needed. – Use a weighted blanket or sensory tent. |
| 2:00 PM | Story Time / Language Time | – Read a favorite book aloud. – Stop to point out pictures, ask simple questions. – Use visual storyboards or sequencing cards. |
| 2:30 PM | Outdoor Time / Nature Walk | – If possible, go outside: walk, water plants, or ride a bike. – If indoors, simulate with a nature video and yoga/stretching. |
| 3:00 PM | Snack Time | – Offer a healthy snack. – Use choices and visual support (e.g., “Do you want an apple or a banana?”). |
| 3:30 PM | Screen Time / Preferred Activity | – Allow limited screen time (educational show, app). – Set a timer to end screen time predictably. |
| 4:00 PM | Chores / Responsibility Time | – Simple home tasks: wipe table, feed pet, sort laundry. – Use a chore chart or token system for motivation. |
| 5:00 PM | Dinner | – Sit together as a family. – Use this time for social modeling and structured conversation. |
| 6:00 PM | Evening Wind-Down | – Sensory calming activities: bath time, soft lighting, lavender scents. – Limit stimulating input (loud music/screens). |
| 7:00 PM | Bedtime Routine | – Visual bedtime chart: brush teeth, change into pajamas, bedtime story. – Use the same routine each night for consistency. |
| 7:30 PM | Sleep | – Darkened room, white noise or calming music, sensory supports as needed (weighted blanket, favorite plush). |
Additional Implementation Advice:
Utilize Visual Schedules Make a visual schedule for every day first, either on a printed paper or a board. Permit the youngster to mark off tasks as they are finished to promote independence. Include Flexibility Additionally, if the youngster starts to feel overwhelmed, give them breaks or offer them relaxing activities. Additionally, it is critical to closely observe the child’s cues, particularly during times of transition. Make use of constructive criticism Utilize resources like verbal praise, stickers, or token boards to further promote participation and effort. Work together with therapists. Lastly, to promote consistency and advancement, be sure to incorporate therapy goals—such as those from speech, occupational, and behavioral therapy—into daily activities.
