My ASD Child

Transition strategies are used to support children with HFA during changes in tasks, settings, and routines. These techniques are used before, during, and after the activity-shift occurs. The strategies increase predictability for the child, thus reducing meltdowns and tantrums. Here are some examples: Finished Box— This visual activity-shifting strategy can be used before and during a transition. This is a designated location where children with High-Functioning Autism (HFA) place items that they are finished with when it is time to shift to a new activity. When it is time to transition, it is often helpful for these young people to have an assigned location to put materials prior to moving on to the next task. The box may be located in the child’s work area or in any center of the classroom or room in the home, and can be labeled with the word or a visual cue to indicate its purpose. Often, children with HFA may prefer to complete a task before moving on, and this m

Resources for parents of children and teens with High-Functioning Autism and Asperger's : ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

"My child has a big problem with making transitions at home (school too). What methods do you use to help your child with autism (high functioning) to get accustomed to switching off one activity and on to another such as moving from a game to coming to the dinner table to eat with the rest of us?" All children must switch from one task to another - and from one setting to another - throughout the day. At home and school, shifting naturally occurs frequently and requires children to stop one task, move from one spot to another, and begin a new task. Children with High-Functioning Autism (HFA) have greater difficulty in shifting attention from one task to another and changing routines. This difficulty is due to a greater need for predictability, challenges in understanding what task will be coming next, and emotional discomfort when a routine is disrupted. A number of supports to assist children with HFA during activity-shifting have been designed to prepare these childr