June Newsletter͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ ͏‌ 
ShoeboxTasks

June Newsletter

Summer is approaching, school will be out, and children will soon be home looking for things to do. This can be a particularly challenging time for parents of children on the autism spectrum. They are completely out of their normal routines and there's more down time - a perfect storm for challenging times.

This month’s newsletter focuses on how to be creative during these vacation months!

Ron Larsen, Centering on Children

 

A great place to start preparing for summer vacation is to ask your child’s teacher for some resources. Perhaps your child's classroom can supply you with a continuum of schoolwork or suggest related activities that can be done each day at home.

Create an area that can be consistently used as the "work area." The amount of structure needed will depend upon the needs of the child. Try to have work time at a similar time each day. Maintaining structured work sessions when school is out helps the child stay connected to the constructive routine of going to school while also helping to make the transition back to school more harmonious. A distinction should be made between an "independent work table" and the table where mom or dad will interact by helping, teaching, or just being a presence. Your child's teachers should be able to share which activities your child can do independently and which ones need some teaching/demonstrating.


Use a schedule to help your child understand the sequence of events that will happen during the whole day or perhaps, the most challenging part of the day. Use words, pictures, drawings, or objects to convey this sequence. Use whatever system is most easily understood and manipulated successfully. A schedule can make a huge difference in overall comfort level and prevent meltdowns when the unexpected happens. Remember, by changing the schedule when something unexpected occurs, it becomes less personal, and if the child is relying on the information from that schedule, s/he will be more apt to make a quick adjustment. Again, ask your child's classroom teacher for help.

Appeal to your child's strengths and interests. As hard as it may be, try to withhold the particular item of interest. Interests are power items, and if they are made available by the parent, at special times rather than giving your child control of whatever they desire and for however long they wish to use it, paves the way for a more give and take relationship in which other activities of lesser interest can be introduced and attempted. For example, one might even present a simple chore, like helping mom sweep the floor, before having computer time for 15 minutes. A schedule showing time and order of activities can be useful for these situations, you can find some great free printable resources online, click here for some examples.

Setting limits that are reasonable and not backing down when your child is thinking you're the worst person in the world helps to reinforce structure and order. Time limits for the computer or that special interest can even increase the attraction. Negotiating the in-between-times by using that special interest is not a punishment - it's life. The more consistent you can be, the greater the likelihood that some very healthy routines will be established from which the whole family could benefit.

These are just a few little suggestions that might make a big difference this summer. We would love it if you would share your summer strategies so that we can pass them on to our readers.

This brings me to my last point, seek out people who are having similar challenges, either online or by getting together with them. Besides the potential for sharing ideas, encouragement, and general support, there is strength in numbers!

Please do not hesitate to contact me via email with questions regarding these suggestions or other challenges that your child may be experiencing.  

Thanks! Ron, ron@shoeboxtasks.com 

 

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Educational Activities Designed for Children with Autism

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