| It's important for all children to learn how to be | | | | transitioning from one activity to another less upsetting. |
| organized and this is especially true for autistic children. | | | | Children on the autism spectrum often thrive when |
| Kids who develop good organizational skills are | | | | they have daily routines and usually react poorly to |
| significantly more likely to excel in school and life. | | | | changes in routines. Once a solid routine is created |
| Learning organizational skills helps develop their focus, | | | | small changes can be introduced slowly and can help |
| concentration and motor skills. | | | | your child develop coping strategies to deal with |
| Organization can be more challenging with children on | | | | transitions. It is best to introduce changes in routines in |
| the autism spectrum because they are easily | | | | very small steps. Gradually, your child will be able to |
| distracted, require visual aids and usually have limited | | | | use strategies like social stories and self talk to work |
| motor skills. | | | | through the anxiety they experience when making |
| Autistic children tend to be visual learners, which | | | | transitions. |
| means they generally learn and perform better when | | | | An example of an organizing routine is to give your |
| provided with visual instructions and prompts. These | | | | child a 10-minute heads-up before dinner each evening |
| are some tips on how you can help your child be | | | | and then have them set an egg timer for 10 minutes. |
| organized, develop skills and make smooth transitions | | | | Teach them that when the timer goes off, they are to |
| between activities using visual instructions and prompts. | | | | pick up all of their toys and place them in the |
| These tips vary depending on your child's age and | | | | appropriate bins. |
| abilities. You can use this as a reference guide and | | | | This establishes a routine, lets them know what to |
| adjust as needed. | | | | expect, gives them a 10-minute lead-time and then |
| #1 - Create a bin system for your child's supplies and | | | | provides them a distinct audio clue when it's time to |
| toys. Separate the types of toys and supplies into | | | | pick up and get organized. It is important to have them |
| individual bins. Take photographs of each type of toy | | | | set the egg timer, not you. It gets them more involved |
| or supply contained within and tape the photograph to | | | | in the process so they will be more likely to follow |
| the front of each corresponding bin. | | | | through with the routine. |
| For example: Tape a photograph of your child's bin | | | | An addition to this routine could be that when the egg |
| filled with building blocks and tape it to the front of the | | | | timer goes off and it's time to pick up and get |
| bin. Do the same with markers, plush toys, crayons, | | | | organized, you play a specific song that your child then |
| and so on. Even if the bins are clear (transparent), it will | | | | recognizes as the "pick-up and get organized" song. |
| be easier for your child to be organized if s/he has a | | | | This can make it fun, playful, soothing and also can help |
| visual cue as to where the toys or supplies belong. | | | | keep them on task and get the work done faster. |
| Bins with easy to remove lids or no lids tend to work | | | | #4 Create a visual schedule for your child. Picture |
| well. | | | | schedules work best for autistic kids. Set up the |
| #2 - Display childrens' toys, supplies and clothing. It is | | | | picture schedule so that when your child is finished with |
| easier for autistic children to stay organized and | | | | the task/activity they can move that picture to the all |
| function if they can see all of the their belongings. | | | | done side. Essentially you are creating an interactive |
| Drawers do not usually work well for children on the | | | | picture schedule that your child can "control". Their |
| autism spectrum. Hang as many of their clothes as | | | | picture schedule could also be organized by first, next, |
| possible or fold them and place them on shelves, | | | | last. It will give them the order of the tasks and they |
| preferably cubbies. Place jeans in one cubby, | | | | can move the picture to the "completed" side. |
| sweatshirts in another and so on. Socks, underwear | | | | Using visual aids and keeping it simple are the most |
| and pajamas are best placed in transparent bins with | | | | important keys for autistic children. Of course all of |
| photographs taped to the front. If you don't have | | | | these tips are only to be used as guidelines and ideas. |
| cubbies, you may tape photographs on the front of | | | | Each child on the autistic spectrum reacts a little |
| each drawer. If possible do not combine items into one | | | | differently, has different needs and is functioning at |
| drawer. | | | | varying levels. Consider modifying and adjusting these |
| #3 - Set up daily routines and stick to them as much | | | | ideas as you see fit based on your child's needs, |
| as possible. Creating regular daily routines can make | | | | abilities and age. |