| For a child with Autism, a routine is something that they | | | | All children have an emotional response when their |
| can understand and use. This is true for typical children | | | | routine is disturbed. Sometimes they are angry, sad, |
| as well. Everyday our children wake up and for the | | | | frustrated, and at times happy. Because of a child with |
| most part follow a series of events set before them | | | | Autism's complex sensory integration system they can |
| which make their day full and effective. | | | | deal with this disruption not so much in a different way |
| At times our children's routine is disturbed or | | | | but in a more intense way. |
| rearranged for reasons that may be in their control or | | | | This intense way of dealing may fracture their ability to |
| may not be in their control. Children with Autism are the | | | | deal with the situation at hand. As they get angry they |
| same as typical children. They find comfort and | | | | may become violent. They get frustrated to the extent |
| solitude in their daily routine. | | | | that they hurt themselves. |
| When a child with Autism's routine is disturbed though, | | | | They may withdraw from contact all together and |
| they become more unsettled than the rest of us. You | | | | make it very difficult to bring them back to |
| and I possess the necessary skills to deal with | | | | communicating. The best possible tool it seems, when |
| unexpected events. We easily teach this to our | | | | dealing with disruption in a child with Autism's routine is |
| children. | | | | knowledge. |
| We are able to rearrange or deal with having to put | | | | They must always know their routine is changing, why |
| some of the events in our routine for later or not at all. | | | | it is changing, and how it is changing. After that the child |
| Again we teach our children this skill. Children with | | | | with Autism can better deal with what is to come. Just |
| Autism do not easily learn the skills needed to deal | | | | like any other child, preparation is the foundation for |
| with the situation. They many times do not fully | | | | success. |
| understand why their routine is disturbed. | | | | |