Transitioning can be difficult and stressful for people with autism spectrum disorder.   Here are five techniques that can help to reduce anxiety and give a sense of predictability to transitions.

1. Create a Schedule

Create a schedule the student can refer to.  This can be a simple written list of activities or a sequence of pictures or both. Schedules can prepare a student for a transition by allowing them to anticipate upcoming activities and understand the sequence of events that will occur. Using schedules can decrease transition time and lower anxiety and melt downs.

2. Show Activities as Finished

Marking activities as finished naturally prepares the student for the next activity. If using a picture schedule have a finished pocket for the student to place the picture of the completed activity in. For routine schedules, laminate the schedule with a box next to each picture that the student can check off as complete. Or simply use a piece of paper and write out the schedule and allow the student to cross each item off as it is completed.

 3. Use a Timer

Time is an abstract concept that can be difficult for autistic students to understand. Using a timer gives students a visual of how much time is left before a transition. It can also help to keep some kids on task for projects they don’t like, because they can see it has an end. Some timers, like the Time Timer give an additional visual of the countdown of time.

 4. Make sure there is ample time for transitions.

Rushing to stay on schedule is stressful for anyone. Especially with new routines at school allow adequate time for autistic students to process the transition and move on to the next activity.

 5. Give the student a transition item.

Sometimes carrying a familiar item during a transition can add a sense of continuity and comfort. Some students keep an object with them throughout the day.  For others it’s helpful if they get the item after they have completed a project.  Allowing the student to get the transition item may help prepare them to move on to the next activity.

Fidget toys-we love them. Fidget toys can help relieve stress and increase focus and attention. More and more teachers are reporting that learners focus better and retain more information if they have something to do with their hands. Good fidgets should feel interesting, provide movement for the fingers, be durable and not distract others. The following is a list of our five favorite fidget toys.

 The Tangle Relax

This is by far our favorite fidget toy.  The Tangle Relax features twistable rubberized Tangle pieces with a bumpy rubberized cover. It’s durable, quiet, and people love the way they feel. It’s big enough to break in half to make two smaller sized fidgets.  A larger size version of this is the Tangle Therapy; this fidget toy is a little more expensive but also fantastic.

Nubby Stretch & Bounce Ball

The Nubby Stretch and Bounce Ball has a bumpy soft cover and is filled with a foam putty a student can quietly stretch and shape. The unique texture is soft and stimulating. This fidget toy is particularly nice for kids who need to squeeze something. However, for someone who is particularly aggressive with their squeezing you may want to try an  Isoflex ball.

Large Porcupine Ball

The Large Porcupine Balls is about 3 1/4″ in diameter. These balls feel interesting, provide lots of movement and exploration for the fingers, are quiet, and the threads on these are thicker than a Koosh ball. They are very sturdy and as an added bonus they’re fun to throw and easy to catch!

The Tactile Atom Ball

The Tactile Atom Ball has long tentacle like arms that stick out from the center that are soft and squishy. The tentacles are bumpy and knobby making it very interesting to hold and touch. This fidget toy is fairly sturdy, but if you have a student who is particularly aggressive we would not recommend it.

Stretchy Frogs

What can we say; Stretchy Frogs have been around forever! They are small, stretchy, and very inexpensive making them a nice option for teachers.  They are great for students who move from class to class because you can easily put them in a pocket.

Did you know that you can set your autistic student up for success, just by making a few changes to your classroom? We’ve put these tips together to help you start the school year off right.

 Use Visual Supports

• Post a classroom schedule as well as an individual schedule that the student can refer to throughout the day. Knowing what to expect will decrease anxiety and increase independence.
• For the first day of school have a seating chart ready before the student with autism arrives. Have a plan in place to help them identify and find their seat.
• Often students with autism have a difficult time understanding personal space.  Define personal space by drawing masking tape outlines on the floor. Make sure there is plenty of room between desks. 

 Pay careful attention to where the child with autism is seated.

• If possible talk to last year’s teacher. What worked well for the child last year?  Was the child seated in front of the class, in the back, or side of the class?
• When deciding where your special student will sit be aware of noise.  Many students with autism process normal sound as too loud or quiet. It can be difficult for these students to filter out background noise. Have the autistic student sit away from the hallway, pencil sharpener or water fountain.
• Keep in mind who will sit next to the student with autism. Is there a child in your class who is especially helpful, kind, or compassionate? If so let them sit next to the student with autism.

 Minimize Distractions

Children with autism pay attention to details and can miss the big picture.

• Wall charts and posters can distract from your teaching.
• While teaching, try to teach in front of a blank background (i.e. a chalkboard with with minimal writing).
• Minimize distractions by storing unnecessary or large equipment in closed cabinets.

 Provide Calm Place

Change is difficult for people with autism. A new school year, new class, and a new teacher can be overwhelming for the child with autism. Try to create a quiet area for your autistic student to go for breaks. This could be a table with dividers or a small area in the corner of the classroom with a bean bag chair and some headphones. The area should be free of visual distractions and easily accessible. When you notice the child becoming agitated direct them to their quiet place. It’s better to let the child calm down when they begin to get frustrated instead of waiting for a full meltdown.

 Pay Attention to Sensory Stimulation

Normal sensory experiences can seem overwhelming or even painful for the child with autism.

• Fluorescent lighting can be distracting or even give the child with autism headaches.
• Students with autism can be very sensitive to smells avoid air fresheners and perfume. 
• If the child is especially sensitive to sound make sure to give them warnings before loud or unexpected sounds such as fire drills. Have a set of headphones available to help with noise.

 We hope these tips will help you have a successful start to your school year. 

For more helpful tips visit Autism 101 for Teachers.

It’s easy to drill academic information over and over again and “show” that a person is making “progress.” However, if a person can add and even balance a checkbook, but they can’t go shopping, how does this help in real life?

The truth is it’s much harder to teach individuals with autism how to access the community. It’s much harder to help them gain independence and make meaningful connections in society. As of yet there is no textbook that clearly teaches us how to do this.

It can be easy to get caught up in simple tasks and memorization. For example, when teaching an individual how to make their bed, why practice over and over again until they make a perfect hospital style bed? In real life do any of us really do that? Yes these skills are important, but they can’t be our only focus.

Autonomy, access to the community, the ability to follow one’s interests, these are things that enhance the quality of a person’s life. We need to look for ways to encourage these opportunities for people with autism.  Many people on the spectrum are capable of far more than they are allowed to experience.  Let’s help them find ways to make meaningful connections in their communities.  Let’s help them reach their full potential.

On August 2, 2010 Dr. O. Ivar Lovaas a distinguished professor of psychology at UCLA and a world-renowned autism expert passed away. Dr. Lovaas devoted his career to improving the lives of children with autism.  During the 1960’s Dr. Lovaas began using principals of Applied Behavioral Analysis to teach children with autism.  Eventually he developed the Lovaas Model of Applied Behavior Analysis, a one-on-one intensive behavioral treatment program that is customized to meet the needs of each child and family served. 

His career is not without some controversy. He is widely criticized for his initial use of punishment or negative reinforcement. This practice did not last long since it soon became clear that positive reinforcement was more effective in treatment.  Initially in order to receive treatment children were removed from their homes and placed in institutions because at the time researchers believed poor parenting caused autism. However, with time it became apparent that treatment was much more effective in natural environments with parent participation.

Among the many methods available for treatment and education of people with autism, applied behavior analysis (ABA) has become widely accepted as one of the most effective treatments. According to a 2006 report by the Surgeon General, “Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behaviors.”  The treatment of children with autism would not be nearly as effective today without Dr. Lovaas’ contributions. We will miss him.

 As we work with people who have autism it’s important to treat people on the spectrum as people, not tasks!  They have likes, dislikes, and interests, listen to them and help them to achieve THEIR goals. This becomes very important as people mature and become older.

One autistic man shared at a conference that he asked if he could quit his restaurant job over 10 TIMES! The case worker would not let him quit because she didn’t want to “place” him in another job. How would you feel if that were you?  Finally, the man was allowed to quit when he had a melt down in the restaurant.

So why didn’t this young man hate his job? He was in a kitchen sweating, it was loud and over stimulating. The man hated this job and he was being paid minimum wage. To him it felt like torture. The good news is that eventually with the help of another case worker this man found another job, and is currently employed.

We all have a lot on our plate. No one has enough time to finish everything on their to do list. But as we work with autistic people let’s not lose sight of the big picture, we are here to make the world a better place one person at a time.

A fun and simple oral motor activity that kids love is a bubble factory.  All you need to make it is a straw and a clean empty yogurt cup.

 To make it cut two holes in the top of a yogurt cup:

Cut a small hole on the top of the lid and a larger hole on the bottom. Fill the yogurt cup half full of bubble mix. Insert a straw in the small hole and let the child blow bubbles. If you are worried about the child sucking up the bubble mixture, cut a hole in the straw about one inch down. This will keep them from sucking up the bubbles.

Grocery shopping with a child on the spectrum can be challenging. Some autistic children want to touch everything in sight. One mother shared that all her child wanted to do was touch the wrapped meats until he poked a hole through the plastic.  Then he picked the meats up and smelled them. Needless to say she hated going to the grocery store.

 Here are a few tips to make grocery shopping easier:

 1. Give your child a special toy or fidget to hold their attention while you are shopping. Some ideas include bubble wrap, a stress ball or bendy toy. Try to only give this toy to the child when you’re in the grocery store.

 2. Another interesting idea is to cover part of the shopping cart with press and seal plastic wrap. Before going into the store cover a section of the cart and let your child poke holes in it.

 3. Plan to go shopping at less busy times of the day. This will minimize distractions and allow you to get your shopping done faster.

4. Contact your grocery store ahead of time. Many stores will gather your groceries for you or get your basket started as a service for your business.

5. Set up a simple reward system. If you don’t know how to create a reward system talk to your child’s teacher or therapist. Behavioral therapists are especially trained to create these types of systems.

6. Ask a neighbor to check with you before they go to the grocery store. Often neighbors and friends want to help they just don’t know how. Keep some money on hand to pay them to pick up an item or two that you might need. This will save you a trip and give them an opportunity to be helpful.

If you have a tip please share!

Mark your calendars for the next AMC-Autism Society Sensory Friendly Film, Despicable Me, on July 17.  The movie will start at 10 a.m. in participating theatres accross the United States. New locations will be: Champaign, Ill.; Chicago; Denver; Evansville, Ind.; Indianapolis; Madison, Wis.; Omaha, Neb.; Peoria, Ill.; Phoenix; Providence, R.I.; Rockford, Ill.; Sacramento, Calif.; and South Bend, Ind.  To find a location near you visit the Autism Society of America.