Autism and Classroom Transitions
The Stress of Change and Refocusing for Autistic Students
Sep 22, 2009
There are many transitions that happen in the regular classroom. With more and more high functioning autistic students attending school in an inclusion setting, how can teachers help them with these constant, inevitable change ups? How will a teacher be able to keep an autistic child’s stress at bay and what techniques can she use to help the student stay calm and avoid the meltdowns that often occur with unplanned surprises?
Minimize Changes for Autistic Students
As much as possible, teachers who have a student with autism in their classrooms should try to keep classroom transitions that can be controlled to a minimum, such as seating arrangement changes. Also, by providing a written weekly schedule ahead of time, and then reinforcing the daily routine at the start of school, autistic children will be able to adjust to change ups more easily because they will know what to expect each hour.
Using a visual schedule often helps the autistic student in the regular classroom as well. Draw a clock with the time on it for each daily task and maybe even a picture or drawing of a child doing an assignment to indicate when it will be time for reading, math, science, and P.E. If the child with autism has difficulty telling time, use a digital clock visual instead of an analog one.
Helping Kids With Autism Transition Using Small Steps
When changes need to happen in an inclusion classroom, try breaking them down into smaller steps to avoid a meltdown. If an autistic student is at a science workstation and then it is time for lunch, he will be expected to put away his work, wash his hands, get his lunch box, and line up at the door with the rest of the class.
Most kids will easily do all these steps without effort. But the student on the autism spectrum might have trouble changing gears. A teacher can help the autistic child by breaking down the transition: ask him to place the writing utensils in a box, close the science book, wash his hands, find his lunch box, and then line up. Give time between each small task. Little reminder notes and visuals can also be helpful.
Refocus Autistic Student Using Visuals and Sounds
Visuals appeal to children with autism. When it is time to change assignments, have the child put his old assignment or work into a special storage folder or other destination for safekeeping. Explain to him that the storage folder will be where things go when they need to be left alone for a while. Teachers can use this visual on the daily schedule as well to indicate when it is time to move on.
Some children with autism have sensory sensitivities to loud noises, but will find it helpful to have a gentle sound signal a transition coming up. Using a timer is very effective for kids on the autism spectrum to let them know when they need to stop an activity. Alternatively, teachers can use an alarm clock that plays music or a nice sounding chime. Autistic children usually respond well to quiet, calming music.
One of the toughest challenges facing autistic students in the regular classroom is the number of transitions. Teachers usually expect students to refocus quickly, adapt easily, and move smoothly from one assignment to the next. For kids with autism, this expectation is overwhelming and stressful. Help the autistic child adjust to changes in routine and unexpected surprises by using visuals, timers, and break down the larger transitions into smaller ones.
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