SPRADLIN, Joseph E. Routines: implications for life and training. []. , 7, 3, pp.223-234. ISSN 1413-389X.

This paper conceptualizes a great amount of human behavior as routines, or repeated sequences of behavior. Certain routines are shared by a lot of members of a community hence it is often easy to predict the behavior simply by observing an unknown person in a certain situation. Other routines are idiosyncratic, however repeated observations of the person in situations involving these routines can make possible individual predictions. Conventional routines often serve as targets for teaching people who do not exhibit them. Routines have marked characteristics. Once started, the routine is usually completed. Delays in completing routines have three aversive stimuli characteristics. First, the introduction of delay in the completion of a routine will suppress the behavior which caused that delay. Second, delays evoke emotional behavior. Third, any behavior that reduces a delay in completing a routine is strengthened. When teaching new routines, one can often simply engage the person in the routine and provide the support needed to complete it. This support can be withdrawn gradually as the person begins to demonstrate the component skills.

: routine; behavior sequences; aversive stimuli; delay.

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