Emotional and Behavioural Strategies for Clients with ASD (page 2)

Managing Transition Difficulties in ASD

Transition is defined as “passage from one form, state, style, or place to another.”  A common characteristic of children/adults with ASD is the difficulty they experience with making transitions.  It can be challenging for parents/caregivers/ teachers to comprehend the impact that problems with transition create for those with High-Functioning Autism.

Transitions occur in a child’s physical environment from the moment they open their eyes each morning: from bed to breakfast table to living room; from pajamas to school clothes; from bare feet to socks and shoes; (keep in mind the sensory transition from comfortable PJ’s to crisp, clean school clothes; bare, cool feet to enclosed, clammy feet). 

Be aware that when you call your child away from the television to brush their teeth, the transition involves:
■ Stopping the visual/auditory processing of watching T.V.
■ Physically moving from living room to bathroom.
■ Visually processing the bathroom environment.
■The taste in their mouth changing from morning breath to fresh, minty breath.

For your child, the simple act of going to school involves multiple transitions.  From home to car/bus (processing the passing scenery of the journey) and then to school.  (Have you ever noticed that your child seems reluctant/slow to get out of the car/bus at school and doesn’t seem to hear your last-minute instructions? 

That’s because all their energy is focused on processing the transition.  A better time to give last minute instructions would be at the beginning of the car journey.)  Once your child arrives at school, transitions continue to bombard his/her processing system. 

From the school grounds/corridors to inside the classroom; from classroom to recess area; recess area to playground; playground to classroom and so on.  At the end of the school day your child must cope with the transition from classroom to car/bus to home.

So how do parents/caregivers/teachers help minimize the impact transition has on children with  High-Functioning Autism?

The responsibility is on parents to be able to recognize every transition ASD children are faced with each and every day, and allow them time to process/catch up with their environment. 

Parents also need to understand that on some days too many transitions for children can lead to overload and meltdown. We must also accept that children won’t grow out of having difficulty with transition – it will likely be an ever-present challenge in their lives. 

Awareness of transition difficulties will means parents can facilitate this ASD characteristic by allowing extra time for their children to prepare for and process their transitions.  This understanding will also guide parents as to when their child is the most receptive to hearing instructions or important information they have to impart to them.  In this way parents can minimize their transition difficulty and maximize their learning outcomes.

Helping Individuals with ASD Deal With Change

Children with ASD often struggle to deal with change.  Prepare your child for change.  Some children will respond best if they are given the information in advance, such as telling the day before to help them prepare. 

Others will respond better if the information is given just before the normal activity.  In all cases, it will be important to respond sensitively and to communicate well.  For example, if you normally go to the library on Tuesday and this Tuesday the Library is closed for refurbishment, inform them of the change in plans: “There’s going to be a change – the library is closed today.”   

Predict their emotions: I know that change upsets you; you feel irritated/disappointed.”  Acknowledge how important the activity or routine is to them: “We usually go to the library on Tuesday, and you look forward to it.”  Offer a positive alternative: “Today, we’ll go for ice-cream instead (or some other enjoyable activity).”  Be prepared to offer extra support or ideas.

If possible, walk past the closed library on your way for ice-cream so they can see why it was not possible to go that day.  Make sure you’re armed with a strong reinforce (favourite food, toy, activity or friend/support worker) to act as motivation. 

Ensure you complete the alternate activity (going for ice-cream), and then recap the whole process in conversation with your child, so that you can finish positively. e.g. “You handled that change well.  I like the way you were able to deal with your disappointment and still enjoyed yourself….It was a nice change to go for ice-cream with you!”

This process will require effort and courage on your part, and your child may even have a meltdown or tantrum in public, but with practice, “change” will become smoother and even trouble-free.  Remember, the benefits of this method of teaching change will be your child’s lifelong ability to deal with change.