The Review of Studies on Routine-Based Teaching Practices Carried Out with Children with Developmental Disabilities

This research aimed to holistically and systematically examine studies on routine-based teaching practices. In this descriptive study, various electronic databases were scanned. 39 studies were reached in the literature review, and according to the inclusion-exclusion criteria, 19 studies were included in the analysis. The studies were analyzed under the headings of participant characteristics, dependent variable, independent variable, method, data collection tools, generalization, and maintenance. The analyzed data were interpreted under two main headings, as studies in which routine-based teaching practices were applied, and as studies in which routines were used for teaching purposes. The results show that routine-based teaching practices can be used functionally in teaching many skills to young children with developmental disabilities