Lazy morning starts with pj's until noon are soon coming to a close...no more pool days, water balloon fights, beach vacations, and firefly nights, or at least until next summer. With the beginning of another school year upon us, I feel a twinge of excitement but also anxiety. I recall feeling this way as a child as well, and I know for my son Cameron headed off to first grade, that he too worries, who will be on his bus? Will his new teacher be nice? Who will be in his class? For my son, Connor, however, he doesn't really anticipate or worry about the changes ahead until they are upon him. The questions that consume Cameron are likely not on Connor's mind, but the demands that school and the social setting place on him will create stress. For children with autism transitions are particularly difficult, like they are for all of us, but for them it is intensified a great deal. Connor thrives on the safety in the sameness of his routines and comforts. The comforts of home and summer were hard to adjust to in June after a year of a school schedule, but this year with an entirely new schedule, new teachers, new environments, I know with little doubt that the upcoming weeks will be challenging for him (and all of us). It is my job to try to prepare him for this adjustment. If I throw him into it without preparation not only will he suffer but also the entire family, as his behaviors will deteriorate. There are a number of strategies to help not only a child with autism, but truly any child to prepare for the transitions that they must cope with throughout their lives, particularly from summer fun to back to school.
Elementary schools understand the difficulty of this transition for all students, and many now have extensive programs for incoming kindergarten students. Before Cameron went to kindergarten he was able to take a practice bus ride, he was able to go with us to his classroom to meet his teacher and classmates, and he even met his teacher and classmates at the library over the summer for story time. By the time kindergarten came he was ready to jump on the bus and begin his school journey. These same type of preparations need to happen for children with autism, but not just for kindergarten; pre-school and possibly every year throughout school they may need extra preparation letting them know what will be coming next. Since children with autism have a relative strength in and preference for processing visual information, using pictures to help them is very useful. Getting into the classroom in advance is important . I was able to do so before Connor began his LIU pre-school, and I took pictures of the environment, as well as his teachers, bus driver, and the actual van he would be transported in. Then, I took these pictures and created a social story.
Carol Gray developed Social Stories. She has an extensive website (www.thegraycenter.org ) about this tool, has written books, and she lectures nationally about their effectiveness. Her website explains:
A Social Story™ describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format.
The goal of a Social Story™ is to share accurate social information in a patient and reassuring manner that is easily understood by its audience. Half of all Social Stories™ developed should affirm something that an individual does well.
Although the goal of a Story™ should never be to change the individual’s behavior, that individual’s improved understanding of events and expectations may lead to more effective responses.
The following is the text of Connor's pre-school social story. The pictures are not included here, but in his actual book, there is only one or two sentences per page with pictures. I laminated it and bound it, and each night for several weeks before the start of school we read the book.
Connor is going to school. Mommy will take Connor to school in our minivan.
School is a place where Connor will learn with other children. Children learn while they work and play in the classroom. Connor's classroom has toys. Connor's classroom has tables and chairs.
Mommy will not be at school, but Teacher Amy will be there to play and teach Connor. There are other teachers that will play and work with Connor, too. They are all happy and excited to play and teach Connor new things.
Connor's school has a picture schedule. The picture schedule shows Connor what to do. There are pictures for group time, snack time, play time, and more. When school is done, Connor goes outside.
Connor will get to hold onto his Thomas Train in his car seat in the van. A driver named Edna will drive the van.
Edna will bring Connor home. Mommy will be at home. Mommy will be so happy to see Connor. Mommy will give Connor a big hug. Mommy is proud of Connor. Connor is happy.
Fortunately, Connor's first day went quite well with the help of this social story. Within the story it notes how I drove him to school and he was transported home. This too was part of our transition plan. I thought that if the van took him to school this could create a negative association with the van because he would associate it with taking him away from mommy. But, if the van brought him home he would associate it with a good thing, coming home to mommy. In addition, the driver of the van had a stuffed Thomas and a picture of me, so each day she would point to my picture and hand him Thomas, and each day he enthusiastically jumped into the van. It definitely was a "good thing," and this year he was able to go both ways in the van because it already was paired as a positive experience for him.
Using pairing strategies also can be very helpful in transition situations. Thomas the train is Connor's "best friend." Therefore, anyone who delivers Thomas to him gains the ability to act as a reinforcer for him; thus, they are able to build a positive relationship and rapport. When someone chooses to pair or present himself and his words in association with the delivery of reinforcers, it is important to not place demands on the student. When Connor's driver gave him Thomas each day it was simply to create a rapport with him. Therefore, no contingencies were placed on him to earn the Thomas; it was just provided. Parents and teachers can work together prior to the start of school to discuss what is reinforcing. There are reinforcement surveys like the one on this webpage: (https://www.establishingoperationsinc.com/pdfs/MotivationProfile1.pdf ) This survey can help with pairing but also can be used in developing other strategies for other difficult transitions within the classroom.
Change is never easy for any of us, but for children with autism in a world that is constantly unpredictable and challenging because of the social and communicative demands, sameness and routine is necessary. Providing compassionate accommodations that take a bit more planning and time will benefit all parties that are a part of the child's life, most importantly the child. Providing structure to change and preparing them for change with visuals, social stories, and pairing procedures can help them to enjoy the new situations and opportunities that come with change. It is hard to leave the lazy summer days, but I now get excited for the changing leaves, carving pumpkins, apple picking, and crisp nights on the front porch.
Kathy Tyson has an M.Ed. and is currently working on her Autism Certificate and BCBA coursework at Penn State. She is vice president of Autism York. More important than those credentials is her on the job experience as a mom to her two sons. Read more here about Kathy's journey with her younger son Connor, who was diagnosed with autism.
The Tyson Family - Kathy & Connor (on right)
