| Whilst all children benefit from routine in their day to | | | | cards that represent what will be happening for that |
| day lives, children with Autism thrive on it! As a parent | | | | day. We stick the cards up on a velcro strip, and as |
| of a child with Autism it is very important to look at | | | | we move through the day we remove each card and |
| establishing daily routines in your child's life. Routines will | | | | 'post' it in a 'completed' box as we finish with a task or |
| provide predictability in their life and relieve much | | | | scenario. The benefit of the cards is that the child is |
| anxiety and uncertainty about what is happening | | | | able to see the full days 'story' and can predict what |
| around them. A rountine will allow your child to have | | | | will happen next. We also use picture cards for getting |
| greater control over their environment. | | | | ready for kinder, getting ready for dinner, or getting |
| Provide your child with schedules and timers so that | | | | ready for bed - the cards outline the tasks that need |
| they can see clearly what is happening and when. An | | | | to be completed, one after the other. |
| egg timer works well as a visual cue for children with | | | | Again, the best made plans can go out the window |
| Autism - or alternatively, we have even been known | | | | when an unexpected visitor knocks on the door, or we |
| to put markings on the wall clock to show the times | | | | run out of milk and need to make a quick trip to the |
| for different parts of our daily routine. Alarm clocks | | | | shops. We have a '?' or 'what if' card that we use for |
| and oven timers can also be used as part of a routine, | | | | these times. It is a card that can be thrown into the mix |
| for example to remind a child that it is time to change | | | | at any time, and the child understands that this card |
| tasks, get ready for bed, or leave for school. Establish | | | | can mean change. To begin with the '?' card is |
| daily routines as early as possible and stick to them as | | | | unpredictable, and a lot of time and patience is required |
| best you can. | | | | with its use. However, the '?' card used consistently |
| Having now said that, of course change is inevitable in | | | | when a change arises will eventually give the child a |
| life, and with change comes disruptions to routines - | | | | sense of predicability - the child begins to associate it |
| yes, a potential nightmare for a child with Autism. | | | | with change and begins to realise what sort of things |
| There are many strategies that can be used to help a | | | | to expect from this and as such is better able to cope. |
| child with Autism work through day to day change. | | | | Remember that children with Autism love routine. |
| Picture cards are fabulous and are a strategy that we | | | | When changes to your child's routine need to occur, |
| use regularly in our home. The picture cards show | | | | make sure you allow them plenty of time to adjust to |
| images and photos of the many things that we do | | | | the change, use visual cues when you can and provide |
| during the day, places we visit, and tasks that need to | | | | plenty of support to help them through it. The result - a |
| be completed. At the beginning of a day, we select the | | | | more relaxed child and a less stressed parent! |