Category Archives: Daily Living Skills

How Can We Prepare Our Child with Autism for Holiday Celebrations?

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This week’s article comes to us from Ashley Inoa, M.A., BCBA, LBA-NJ, Graham Behavior Services. To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!

Photograph by August de Richelieu (www.pexels.com)

As the parent of a child with autism, the holiday season can often feel daunting: breaks or changes in schedules, large gatherings of people, even special foods and clothing. Are there strategies you might be able to share to best prepare my child, and myself, for this season?

This is a great question and a very common one, regardless of whether the holiday is religious or secular, and it cuts across all faith traditions. Although the holidays are a joyful time for families to come together, we understand how uniquely challenging they can be for families with a member on the autism spectrum. Crowded gatherings, changes in routine, and unpredictable events may be difficult for individuals with autism to navigate. With a bit of preparation and thoughtful planning, though, the holidays can be a positive and enjoyable experience for everyone.

What does the planning and preparation look like? This can look different for every family. And since we know it can be overwhelming to scour the internet for reliable answers and assistance, we’ve gathered practical strategies in one place to help you and your family navigate the holiday season with greater ease and confidence.

Reflect on Past Holidays/Experiences to Plan Ahead

A simple first step is reflection. Take a moment and revisit previous holiday seasons and family gatherings. What worked well for your child? What did not work so well? What caused stress for you? For your child? By identifying patterns, triggers, and “rough patches”—like which environments were too loud, which activities and traditions were enjoyed, or which transitions were tricky—you will be better positioned to anticipate challenges, build on successes, and create a more inclusive and joyful experience for your child.

Build Skills

Whether you celebrate Hanukkah, Eid, Christmas, Thanksgiving, Diwali, Kwanzaa, or New Year’s Eve, there may be different parts to your holiday gathering, such as giving gifts, mealtimes, specific family members, or religious traditions. Practice behaviors that may be expected during the holidays, including things like waiting, saying thank you, and holiday specific greetings (e.g., “Merry Christmas, “Eid Mubarak,” “Happy Diwali,” and “Chag Pesach Sameach”). Set up scenarios so your child can rehearse these interactions. For example, have everyone in your family pretend to open a gift and make a comment, and have your child practice waiting for different lengths of time. Practicing for these scenarios may help your child know what to expect and set them up for success! Preparing children with autism for holiday traditions can make celebrations more inclusive and joyful. Some additional skills and activities—both religious and cultural that you may consider targeting in advance include, passing foods to a family member at the table, learning a song, handling religious items respectfully, lighting a candle (e.g., Advent, Hanukkah, Diwali), wearing a certain clothing item or religious garb, conducting a short reading, reciting or repeating a short blessing or phrase, listening quietly when someone else does a reading, joining in call-and-response ritual, and becoming familiar with religious images and iconography.

Preparation and ample practice can help ensure that all family members participate as fully as possible in the festivities. Consider the ways your child could participate meaningfully and then teach them skills, if necessary, to support their participation. This could include teaching your child the words to songs that will be sung or the responses needed for a call-and-response ritual. It may be important to ensure that your child understands how to handle religious items respectfully or be comfortable wearing specific items of clothing. Perhaps your child could give a short reading or recite a short blessing. Practice might be needed to light candles or to listen quietly during parts of a meal, family tradition, or a religious service. The prep work takes time, but could result in a family celebration that includes everyone. Some other skills to consider could be greeting guests and taking coats, bringing guests something to eat or drink, setting the table, clearing the table, washing dishes, and even announcing when it’s time for a group activity like, “Time for dessert,” “Let’s open the presents,” or “We’re going to break the wishbone!”

Prepare for Your Gathering

Before a gathering, try to prepare and orient your child to the experience. The holidays are already so different from your day-to-day routines, and not knowing what to expect can be overwhelming and/or difficult for an individual with autism. This can potentially lead to sensory overload, dysregulation, increased anxiety, tantrums, or other behaviors. Let’s review how you can get ahead of these situations.

Holidays usually mean seeing family or friends that you don’t typically see often. Having pictures of people who will be there, or of locations you will be going to, can help an individual with autism know what to expect and may ease anxiety. If discussing future events causes them anxiety, consider sharing these images on the day of the gathering.

Pictures can also be used to create a visual schedule of the events for the day. This can help individuals understand what to anticipate and make changes in their routine easier. Many families like yours already use some type of visual schedule, so this may not be unfamiliar to you. You can use a whiteboard, printed pictures, typed or handwritten words, or even a visual schedule that works for what you need. Visual schedules are particularly helpful as they can “provide clarity and structure that verbal instructions often lack” (Parker, 2025), but you can use whatever will make your family member feel the most at ease when talking about and moving through their day. Bringing the schedule with you will also be helpful if there are several parts to your day!

When making your schedule of events for your holiday gathering, provide as much detail as possible. Share the names of the people you will visit instead of just saying you are visiting relatives. Rather than saying, “We will sing songs,” try “We will sing songs with Grandma and Grandpa in the den” to specify the location and people involved. The more specific the information, the better. Embedding details into your preparation will help your child have a better idea of what to expect and hopefully make them feel more at ease throughout the day.

Communicate with the Host

Another key part of traveling for holiday gatherings is communicating with your host. If you are spending the holiday at someone else’s home, have a quick conversation with the host beforehand. Let them know that your family member might need flexibility with mealtime or a quiet spot to decompress if things become overstimulating. A little communication goes a long way, and most hosts are understanding and eager to help everyone feel comfortable. This is also a great way to have a game plan for overstimulation. Large gatherings and lively conversations can sometimes overwhelm individuals with autism. Plan for how to handle things if your family member starts to feel overstimulated. Set up a designated quiet area where they can retreat if they need a break. Whether it’s a guest bedroom, a cozy corner, sitting outside on the deck (weather permitting), or even the car if you are visiting family. Having a safe, quiet space to unwind can help keep everyone calm.

Include Your Child with Autism in Planning Efforts

Empower your child by fully involving them in the decision-making process if possible. Whenever there are choices to be made—big or small—invite their input. For example, ask what snacks they would like to have, what items they would like to bring, or even what music to listen to on the way to an event. These small decisions can give your child a sense of control in a day that might feel out of the ordinary. If your child enjoys novelty, consider offering new items that you have saved for them to choose from as well.

Maintain Consistency Where Possible

Needing to have consistency in their day-to-day routines is sometimes an important aspect of an individual with autism’s life. Consistency can simplify things and provide stability (Murray, 2022). During the holidays, there may be many parts of your day that will be out of the ordinary, unusual, or even unexpected, which can cause an individual with autism to feel stressed or have heightened anxiety (Staff, 2024). Keeping parts of your day unchanged by the holiday gathering can help set everyone up for success!

One way to maintain some level of consistency is to follow your usual routines. Holidays can be hectic, so try to keep some routines consistent. Many individuals with autism thrive on routine, so choose what to change carefully and stick with familiar patterns where possible. This can mean not rushing through your morning routine, trying to plan naps or rest time for their usual times, or even bringing pajamas to a later gathering to get children prepared for the night. Build these into any schedules you make. For example, highlighting that even though you’ll be away from home during dinner time, lunch will still be at home with their chosen food in their preferred seat.

Another way to maintain some consistency is to pack essentials for comfort if you are traveling. Everyone has things that make them feel more comfortable when they are away from home! Make sure to bring any comfort items your family member may need, such as a favorite toy or blanket, or a sensory item like noise-canceling headphones.

You can also have preferred foods available. If your family member is a particular eater, bring familiar foods they enjoy. This can encourage them to sit at the table with the family during mealtime, even if the location is different. You may also consider serving your child a regular, comforting meal earlier in the day. That way, they have had a chance to eat something filling, and you don’t have to worry if they are not interested in new or unfamiliar foods. A well-fed child will likely be in a better mood for the festivities! Holiday gatherings can also involve long periods between meals, so bringing snacks that your family member enjoys can be a lifesaver! Pack a few balanced snacks, like trail mix, apples with peanut butter, or a favorite granola bar, to keep them satisfied and happy throughout the day. You know your child best, so pack snacks that you are sure they will eat. This is also a great opportunity to involve them in the decision-making!

Around the Table

At many holiday gatherings or celebrations, mealtime is not only about eating, it is also the main event! Along with bringing preferred foods, consider what other aspects of mealtimes you may need to plan for or be mindful of.

One thing to consider is the length of a meal. Some holiday meals can last longer than a typical meal on an average day. Consider building in movement breaks, like going to a nearby park or for a walk in the yard, or even reassuring them that it is okay to be done with the meal before everyone else is. Practicing beforehand at home can also be a great way to expose your child to those new expectations. For example, you can help your child practice sitting for varying lengths of time, using utensils if they prefer to use their hands while eating, or even let them try a bit of the food that will be served, all in a stress-free environment (ABA Centers NJ, 2024).

Another thing to consider is avoiding food-related pressure. Many holiday gatherings are just one day, so if your family member does not want to eat anything from the holiday table, that is okay! As mentioned earlier, you can always bring comfort foods, so everyone is able to enjoy time together at the table. If you are hosting an event, you can ask ahead of time if there are any foods they would like to have included and try to involve them in food prep if they are interested – washing potatoes or mixing salad can be fun and give them a role in the meal. Keeping a relaxed attitude about food helps make the day more enjoyable for everyone.

Making New Memories

A final thing to consider is to focus on traditions beyond food. Holiday meals often involve dishes that are not part of a child’s usual diet, which can be overwhelming for individuals sensitive to new foods. Instead of making food the central focus, create other traditions that your family can look forward to. Watching the Thanksgiving Parade on TV, playing a holiday-specific game, making a snowman, or creating homemade decorations are all ways to celebrate the holidays without putting pressure on eating.

By preparing ahead, you can create an autism-friendly holiday gathering that everyone will enjoy. If your family member is receiving ABA therapy, your BCBA and team can also be a great resource in helping prepare for these joyous but out of routine occasions. Remember, your holiday gatherings do not need to be “perfect” to be meaningful. This year, let go of any expectations for a traditional holiday and embrace the moments of connection, the small traditions, the joyful memories to be made, and the joy that comes from spending time together. A little preparation goes a long way in helping create a holiday that’s enjoyable for every family member. Happy Holidays!

References

ABA Centers NJ (2024, November 26). 4 Ways to prepare your child with ASD for holiday meals. ABA Centers NJ. https://www.abacentersnj.com/blog/child-with-asd-and-holiday-meals/

Murray, F. (2022, April 27). Understanding how routines can help autistic people.Thinking Person’s Guide to Autism. https://thinkingautismguide.com/2022/04/understanding-how-routines-can-help-autistic-people.html

Parker, E. (2025, February 20). The benefits of visual schedules for children’s executive functioning. Bierman Autism Centers. https://www.biermanautism.com/resources/blog/visualschedules/

Staff. (2024, July 15). Importance of consistency in autism. Golden Care Therapy. https://goldencaretherapy.com/blogs-importance-of-consistency-in-autism/

Reference for this article:

Inoa, A. (2025). Clinical Corner: How can we prepare our child with autism and family for holidays? Science in Autism Treatment, 22(11).

About the Author

Ashley Inoa, M.A., BCBA, LBA-NJ received a Graduate Certificate in Applied Behavior Analysis from the University of Northern Colorado in 2019. After receiving her Master’s in Forensic Psychology, she began as a behavior therapist in 2017, and quickly fell in love with ABA. She has since worked in home, school, and clinic settings, working with a wide range of individuals from each.  She obtained her BCBA certification in 2022, and is currently working in school districts as a consulting BCBA, as well as continues to work in the home as a supervising BCBA with Graham Behavior Services.

Back to School: Disseminating the Science for Teachers and BCBAs

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By Alicia Marshall, MAT, BCBA LBS

The transition back to school and back to a new routine is always an exciting, yet bittersweet time for students and educators. Carefree summer days are in the past, and getting back into a structured daily routine can be an overwhelming process. However, new teachers, new friends, and new settings provide the opportunity to make progress with academic, behavior, and social goals. Even while students and their families should enjoy every precious moment of summer fun, it is also important to set aside some time to prepare for the transition in the new school year.

Getting Proactive

Most school-based BCBAs can attest that the most important aspect of school consultation is assisting educators and other stakeholders to be proactive about behavior instead of reactive. This advice is especially valuable while preparing for a new school year. Teachers and families can begin to discuss and implement proactive strategies in the days prior to the first day of school.

For teachers and school based BCBAs, summer preparation days can be used to discuss simple environmental manipulations that can be made within the classroom. For instance, before students even step foot in the classroom, the teacher and other support staff can arrange seating that is limited from distraction and enhances engagement. A common suggestion from BCBAs is usually to seat students with a history of elopement behavior far away from the exit doors. Some consultants may even suggest preparing some visual supports and schedules ahead of time in order to prepare staff and students. Students thrive with structure and organization, so if the classroom has established expectations the students will find it easier to decide which behaviors lead to rewards and desired activities.

Building Rapport

Antecedent interventions do not only apply to teacher prep days. Chances are, not all students will engage in challenging behaviors on the first day of school. Hence, those first days of school are crucial because they are the opportune times for pairing. Classroom staff should prioritize gaining trust and rapport with students. This process can begin the moment the students arrive at school on the first day. Teachers and staff can begin pairing with students simply by greeting students with a smile and limiting demands. Students should be given the chance to feel happy and relaxed while adjusting to a new environment.

The more the students feel comfortable in the environment, the more likely they are to view the adults in the environment as a reinforcer, or a signal for access to preferred items and activities. When trust and rapport is established, it will also be easier for teachers and staff to engage in activities that may not be highly preferred. Of course the primary focus of the teachers should not be to place increasingly difficult demands on the students. However, establishing themselves as a person that will provide rewards and other motivators, allows the adults in the classroom to assist the students in developing pivotal behaviors that will provide access to a whole world full of reinforcing items and activities.

While students are adapting to the new enrichment, teachers and staff can use the opportunity to informally assess the students’ preferences. Enriching the enrichment with items high on the students’ preference list will not only assist in the pairing process, but can also be used as potential motivators for instances of positive reinforcement scenarios.

Embracing Collaboration

Lastly, the most important aspect of the transition back to school and adjustment to a new environment and routine is collaboration with all key stakeholders. Parents and caretakers, as well as teachers, should be involved and have input on any strategies and goals put in place. The more the students’ parents and caretakers feel involved in the decisions being made for their children, the more likely they are to carry out plans with fidelity. Also, establishing effective collaboration and communication assists with overhaul generalization of behaviors and makes the students’ support system stronger and more successful.

About the Author

Alicia Marshall, MAT, BCBA LBS, started out as a Special Education teacher and made the switch over to full-time BCBA 5 years ago. Alicia received her BCBA coursework at Rutgers and currently works as a Director of Behavioral Health in the Greater Philadelphia area. Alicia is passionate about making learning fun for all stakeholders and to encourage educators to focus on socially significant goals and compassionate care. 

When Alicia is not disseminating the science of ABA, she can be found on the beaches of the Jersey Shore (and occasionally Hawaii) with her husband and two dogs.

A Spotlight On Executive Function in the Early Childhood Classroom

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By: Stephanny Freeman, PhD and Kristen Hayashida, MEd, BCBA

The new year brings opportunities for introducing new ideas and refining existing techniques for young learners. This week, we’re revisiting a blog from our archives that focuses on executive function.

When kindergarten teachers are asked what skills they would like their students to have the beginning of the year, their answers might be surprising!  Parents and caregivers are often concerned with making sure their children can say their ABC’s, count to 10, and know their colors. Some may believe that their children should be reading by the time they start kindergarten.  However, kindergarten teachers often have a different set of priorities, and instead are looking for skills such as:

  • The ability to listen to and follow directions
  • Follow classroom routines
  • Control impulses
  • Resolve a conflict or solve a problem calmly with another child

Kindergarten teachers value these skills because they are critical for school readiness, paving the way for children to be academically and socially successful.  Moreover, children who are behind in these skills can require disproportionate amounts of teachers’ attention, derail classroom activities and routines, and interfere with other children’s learning.

Underlying these school readiness skills are a set of higher order thinking skills collectively referred to as Executive Functions (EFs). EFs are the cognitive control functions that help us inhibit our initial impulses and think before acting.

But while most teachers agree that EF skills are very important, they are not explicitly taught in most early education settings (or at any point in most children’s educational experiences).

What skills are part of executive functioning?

Three key skills are generally agreed upon as the core of EF:

  1. Working memory: holding information in mind to manipulate, work with, or act on at a later time.
  2. Inhibitory control: the ability to regulate one’s attention, behavior, thinking, and emotion particularly in response to distractions or temptations.
  3. Cognitive flexibility: the capacity to shift one’s thinking, such as changing one’s approach to solving a problem if the previous approach is not working or recognizing and responding when the demands of that task have changed.

Seven additional skills are also considered to fall under the umbrella of EF, often relying and building on the three foundational EF skills:

  1. Initiation: the ability to begin a task or activity or to generate ideas independently in order to answer questions, solve problems, or respond to environmental demands.
  2. Fluency: how fluidly one can access and use relevant knowledge or skills.
  3. Planning: the ability to identify and sequence all the different steps needed to achieve a specific goal.
  4. Organization: the capacity to prioritize and make decisions about which tasks to undertake, and the needed resources to complete those tasks.
  5. Problem solving: carrying out the steps to achieve a desired goal, while monitoring progress making necessary adjustments.
  6. Time awareness: part of the broader skill of Time Management, which includes to the ability to anticipate how long tasks might take, to be aware of time constraints, track one’s progress, and adjust one’s behavior in order to complete tasks efficiently.
  7. Emotion regulation: skills including identifying one’s own emotion states and responding appropriately to emotional experiences.

Why do executive function skills matter?

Executive function skills predict a host of short-term and long-term outcomes!

  • They are a stronger predictor of school readiness than IQ.
  • They are also associated with higher achievement in both reading and math throughout children’s schooling.
  • EF skills, when tested in early childhood predict outcomes later in childhood and adolescence, including psychological and physical health.

Because EF skills are so predictive of later outcomes, they are being increasingly recognized as a critically important focus of intervention. 

Early EF training is … an excellent candidate for leveling the playing field and reducing the achievement gap between more- and less-advantaged children.

Diamond and Lee (2011, p. 6)

Can executive function skills improve?

Yes! All young children (typically developing and those with difficulties) can benefit greatly from instruction in EF!  Frequent practice of these skills and gradually raising the difficulty benefits children most in generalization and increasing gains. Practitioners and parents should consider:

  • Providing focused instruction in EF skills.
  • Combining explicit targeted instruction in EF skills with other activities in which they can then apply and practice those skills.
  • Building targeted EF skills into daily routines.
  • Providing multiple opportunities every day, particularly for children with disabilities, to test out and practice EF skills.

Most experts consider the development of self-regulation skills, of which executive functions are the crown jewel, to be the most important objective of high quality preschool—to help children focus attention, be emotionally expressive, not be impulsive, and to engage in purposeful and meaningful interactions with caregivers and other children.

Blair (2017, p.4)

About The Authors

Dr. Stephanny Freeman is a clinical professor at UCLA, a licensed clinical psychologist, and Co-Directs the Early Childhood Partial Hospitalization Program (ECPHP).  For 20 years, she has educated children with ASD and other exceptionalities as a teacher, studied interventions for social emotional development, and designed curriculum and behavior plans in school and clinic settings.

Kristen Hayashida is a Board Certified Behavior Analyst at the UCLA Early Childhood Partial Hospitalization Program (ECPHP).  For the last 10 years she has served as a therapist, researcher and educator of children and families living with autism spectrum disorder through the treatment of problem behavior.

Your Child’s Autism Diagnosis Long Term

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In the years immediately after a parent learns of a diagnosis of autism, it can be especially challenging to think of your child’s autism diagnosis long term. But as parents advocate for their child, and as practitioners work with the family to create goals for that child, the long term must be considered. Here are a few suggestions to help with considering the long term, while focusing on short-term goals:

  • Create a vision statement. One of my favorite books is From Emotions to Advocacy: The Special Education Survival Guide by Pam Wright and Pete Wright. This book covers everything parents need to know about advocating for a child with special needs. One of the first things they suggest is creating a vision statement. They describe this as “a visual picture that describes your child in the future.” While this exercise may be challenging, it can help hone in on what is important to you, your family, and your child with special needs in the long term.
  • Look at your child’s behaviors, then try to imagine what it might look like if your child is still engaging in that behavior in five or ten years. Often, behaviors that are not problematic at three are highly problematic at 8 or 13 years old. Such behaviors might include hugging people unexpectedly or (for boys) dropping their pants all the way to the ground when urinating (which could result in bullying at older ages). While it is easy to prioritize other behaviors ahead of these, it’s important to remember that the longer a child has engaged in a behavior, the more difficult it may be to change.
  • Talk to practitioners who work with older students. Many practitioners only work with a certain age group of children. While they may be an expert for the age group they work with, it may be helpful to speak with a practitioner who works with older kids and ask what skill deficits they often see, what recommendations they may make, and what skills are essential for independence at older ages.
  • Talk with other parents. Speaking with other parents of children with special needs can be hugely beneficial. Over the years, I’ve worked with hundreds of parents who are spending countless hours focusing on providing the best possible outcomes for their children. And while it’s impossible to prepare for everything that will come in your child’s life, it may be helpful to find out what has blindsided other parents as their children with special needs have grown up.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges

Pick of the Week: The Salad Shoppe!

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This week, save 15% on our brand new vocational curriculum! Click on the graphic for more details!

Curriculum Guides For Older Learners

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This month’s ASAT feature comes to us from Dr. Kirsten Wirth, C.Psych., BCBA-D. To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!

My child is older now and the early years curriculum guides we have used (e.g., the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) and Verbal Behavior Milestones and Placement Program (VB-MAPP)) are no longer appropriate. How should we plan for his future and current goals?

Answered by

Kirsten Wirth, C.Psych., BCBA-D

Wirth Behavioural Health Services

There may be some good curricula that can be used at an older age (e.g., Partington’s Assessment of Functional Living Skills (AFLS)).  Curricula like the AFLS include measuring basic living skills, vocational skills, home skills, community participation, and independent living skills.  That said, there are several reports that highlight areas to consider in programming for any individual.  Peter Gerhardt (2009) developed a paper that covers what services are available for adults with autism spectrum disorder (ASD) and considerations that should be made. The Drexel Autism Institute put out a report discussing transitions into adulthood (Roux, Shattuck, Rast, Rava, & Anderson, 2015). This question will be answered using information from both reports as well as clinical experience working with children and adults with ASD over the past 18 years.

Both reports highlight the importance of starting early.  For example, on average, transition planning and working towards future goals should begin by 14 years of age, although in some states this may happen earlier.  In many high schools and programs this type of planning happens much later, but the reason 14 years is recommended is because it can take several years to teach job or recreational skills, as well as any skills that need to be taught well before the ultimate desired outcome.  Also, more time allows for assessing and incorporating changing and developing interests over time. It is ideal that all these skills are incorporated into the students’ school program.  Skill areas may include planning for a vocation, post-secondary education, recreation and leisure, community safety, transportation, vacationing, health and wellness, sexuality instruction, handling crisis and interacting with first responders, daily living, and communication.

Where to start? Start by thinking and talking with the individual, family, and staff involved that know the individual best. Think about each area and explore what the individual might be interested in 5-10 years down the road as a team. Once all the ideas are jotted down, start discussing what should be chosen to target or to explore further. Keeping in mind you should weed out things that are not realistic but keep things that may be a stretch.  How do you know if it is realistic or not?  Having a detailed and current assessment of the individual’s abilities and skills is helpful.  For example, if an individual has intellectual and adaptive scores at or near the average range, a traditional college education may make sense and they may not need goals set in post-secondary education.  However, making friends and enjoying leisure and recreation may be an area of weakness so goals should be set in those areas.  As another example, if an individual has very low intellectual and adaptive scores, a college education may not make sense, but a part time job and skills around that job may need to be learned. Most importantly, goals should be set incorporating the individual’s existing skills, preferences, and interests.

Vocational goals: Is the individual able or interested in part-time or full-time work?  If he is still in school, can he work part-time?  What kind of work can he do independently right now?  What kind of work is he realistically capable of gaining skills in during the next 5-10 years?  Sometimes exploring different types of work through volunteer experience can be set up either with a one-on-one support person, or just on his own.  If skills need to be taught, how much should they be broken down for the individual to perform all skills independently?  Can all skills be taught at the same time or one at a time?  For example, if he is going to do custodial work at a local small hotel, this might include vacuuming the hallways; sorting, putting laundry through the washers, and folding; sweeping up the breakfast area; and making small talk or hanging out during breaks.  Each skill may need to be taught explicitly or not, dependent on the individual. Sorting laundry may include teaching matching skills and sorting skills before applying to daily life; or, many of these tasks could be taught by practicing in the school or leisure program on a regular basis.  Making small talk or engaging in conversation during break may require setting goals in social skills and communication areas as well. Taking direction from supervisors or others in authority and learning how to ask appropriate questions might be another area of consideration.  How will the individual get to work? Is he able to learn to drive a car to get himself there? Should a bus route and taking the bus be taught?  Driving or even using transportation might have multiple steps to learn, especially if there are construction detours, or changes to timing that would have to be checked regularly.  Do the vocational goals require further education?  Do money concepts have to be taught? Counting out change? Entering an order into a computer system?

Post-secondary Education goals: Does the individual have any special skills or strengths that should be considered?  Is the individual interested in a trade?  Business?  Graduate school?  If the individual could realistically perform a job in their area of interest down the road, do goals need to be set for pre-requisite subjects at the high school level – even if it may take longer to meet them – such that entry requirements can be met?

Recreation & Leisure goals: What kinds of interests does the individual already have during downtime?  Are interests limited?  Developing new preferences might be required. This might include providing repeated exposure to new places or activities to see if the individual enjoys them, or providing additional reinforcement for participating in them.  Do any barriers exist to participating in the new experiences?  Does any desensitization (e.g., exposure to certain sounds or experiences in the environment while preventing problem behaviour) have to occur before going on outings?  Are there refusals or problem behaviours to be decreased?  If so, goals should be set in those areas as well.  Does he or she need help with setting goals to earn a specific amount of money to go on a desired vacation or attend an event?  Does the individual have a regular group of friends to attend events or hang out with?  Do friendships need to be established?  Are social and communication skills related to making friends required to be learned first or during?  Should the individual get a ride with friends?  Take the bus?  Drive and offer to pick up friends?  Establish a meeting place at the event with friends?

As you may have noticed, many of the areas described above overlap with social and communication areas, transportation, and others. Goals naturally should be set in each area to appropriately encompass all skills needed in one’s day-to-day life. Remember the other areas as well; i.e., health and wellness (e.g., exercise, healthy eating, good hygiene), sexuality instruction (e.g., how to have sex, when to have sex, protection from disease and pregnancy), daily living skills (e.g., laundry, cooking, shopping), and so on. Happy planning!

References

 

Gerhardt, P.F. (2009). The current state of services for adults with autism. Arlington, VA: Organization for Autism Research.

Roux, A.M., Shattuck, P.T., Rast, J.E., Rava, J.A., & Anderson, K.A. (2015). National Autism Indicator Report: Transition into young adulthood, Philadelphia, PA: Life Course Outcomes Research Program, A.J. Drexel Autism Institute, Drexel University.

About The Author 

Dr. Kirsten Wirth (C.Pysch., BCBA-D) is a licensed psychologist and board certified behavior analyst-doctoral with a PhD in Psychology – Applied Behaviour Analysis (ABA) from the University of Manitoba. She is an Advisory Committee Member, Founder, and a Past President of the Manitoba Association for Behaviour Analysis (www.maba.ca). Dr. Wirth is the Co-Coordinator of Clinical Corner for the international organization, the Association for Science in Autism Treatment (www.asatonline.org). She is also the author of “How to get your child to go to sleep and stay asleep: A practical guide for parents to sleep train young children.” Dr. Wirth has 18 years experience working with children, adolescents, and adults, with or without developmental disabilities and autism using, teaching, and training others to use ABA. She provides screening and diagnostic assessment for children with autism, early intensive behavioural intervention (EIBI/ABA) programming to children with autism and their parents, or intensive behavioural intervention (IBI) for older children or adults with autism or developmental disabilities. Dr. Wirth also conducts assessment and treatment of severe problem behaviour, child behaviour management, parent coaching, sleep assessment and coaching, toilet training, social skills training, skill building, school or daycare consultation, and more, for children with or without psychiatric diagnoses. Dr. Wirth has been an invited speaker and presenter at local and international conferences and is a co-investigator of a number of research projects including comparison of comprehensive early intervention programs for children with autism and comparison of prevalence rates and factors related to delayed diagnosis.

Preparing For The Holidays: Managing Changes

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While the holidays can be a very fun and exciting time, they often tend to disrupt regular routines. A disruption in routines can frequently lead to added stress, anxiety, and behavioral difficulties for individuals with autism and their families. So how can you maintain the fun in holidays but also manage the major changes in routine? Here are a few ideas that may be helpful:

• Use and/or modify tools your child already utilizes well. If your child uses an activity schedule, calendar, or some kind of app to prepare for transitions and upcoming events; be sure to include new icons, symbols, or preparation for the events related to holidays.
• Practice the event. It may be possible for you to role play an event such as a larger family dinner, loud music, or the arrival of a someone dressed up as a character (such as Santa Claus.)
• Take the time to list out what may be unique or new. While you cannot prepare for everything, it’s valuable to consider what your child may not have encountered in the past. For example, will there be lit candles within reach? Will there be appealing items your child is required to leave alone? Once you’ve brainstormed a bit, you’ll be better able to respond appropriately.
• Enlist some help. If there is a family member or friend who will be present and can help if you need it, ask for their help beforehand and be specific. This might be asking them to engage your child in an activity for a short period of time, or running interference for you when your distant aunt approaches with a litany of rude questions about autism.
• Make sure your child has an appropriate way to request a break. Whether your child is verbal or nonverbal, it’s helpful to teach them an appropriate way to exit a situation that is uncomfortable. This is a skill you can practice at home and use in other environments as well.
• Recognize your successes. The holidays can be a stressful time, but they can also be a great indicator of just how far your child has come. Relatives you haven’t seen in a year are far more likely to see the difference in your child’s growth than you are, since you’ve seen that steady growth from day to day. It can be a wonderful time to step back and acknowledge just how hard you have all worked in previous months.

These are simple steps that may be helpful in reducing stress during the holidays. Do you have special tips for how you prepare?

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

New monitoring system gives adults with disabilities a new look at independent living

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 With all the new advances in technology some adults with disabilities are finding new ways to put them to use enabling them to gain independence and   begin living on their own. A new article details life outside of assisted living and group homes to a new 24-hour monitored independent-living housing situation. A new system called Sengistics is able to monitor programmed activities of a household 24 hours a day. For example things like doors and windows opening after specifically programmed hours can trigger a phone call to a caretaker allowing the caretaker to check-in with the individual moments later. Other features that can be programmed include motion sensors for areas of the house alerting caretakers of possible injuries and accidents, alert systems for appliances to make sure they are secured properly after use, alerts for medications ensuring they are taken on the correct schedule as well as a variety of other individualized monitors that can be programmed to call and notify different contacts.

This type of living situation is ideal for those who cannot live in a fully independent housing situation but who are generally over-served in assisted living homes. It also fosters the use of previously learned living skills as well as helps by giving the individual the opportunity to acquire new sets of skills ranging from simple chores to shopping lists, money management and more. Lastly, for parents with adult children who continually need support and are unable to live fully independent lives this new type of housing situations enables them to gain a piece of mind about the future.

To learn more about the monitoring system and its features click on the following article:

High-Tech Monitoring

Introducing B’zT T-Shirts!

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Experience the ultimate tracking solution with B’zT Tracker T-Shirt! This stylish and practical shirt allows your child the freedom to wander while keeping you informed of their whereabouts.