- have difficulty with changes to schedules or routines
- struggle to cope with unseen events
- have trouble transitioning
- struggle with shifting gears between activities or topics
- demonstrate rigid thinking
- can lead to difficulty maintaining friendships
Provide Consistent Schedules and Routines
Students with autism and executive functioning skill deficits thrive off predictability and routine. Knowing what to expect daily can be calming and can greatly reduce anxiety. Even when looking to teach flexibility skills, it is important to first set the foundation by having consistent routines that students can rely on so that you can begin directly teaching skills associated with changing these routines. Expecting students to cope or "get used to" erratic schedules each day is counter-productive and often leads to students just feeling on edge each day. When feeling this way, students may become even more inflexible in an attempt to control the environment that they perceive is out of control.
Use visual schedules and checklists to help communicate to students what their daily routine will be. Make these visual supports interactive so that they are meaningful to students.
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| Laurie Maravetz Schafer Middle School, Springfield |
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| Jennifer Jette Vandalia-Butler High School, Vandalia |
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| Angela Crum Parkwood Elementary, Beavercreek |
Prime for Transitions
When using schedules, it is still important to prime for transitions so students know when it will be time to go to the next activity. Using a structured work system or mini schedule helps students know what is expected during a scheduled activity. The end of the task marks the natural end of the period and cues students to go on to the next scheduled activity.
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| Kirsten Johnson Greene INC |
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| Traci Parker Forest Elementary, Troy |
If there is not a clear end to a task or activities, visual supports can be used to cue students on the transition. A time timer or time timer watch shows the student the passing of time.
While a visual countdown can be used by the staff to show the passing of time and provide reminders as they count down. The bottom of the countdown shows where they will be transitioning to next.
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| Jennifer McGowan Smith Middle School, Vandalia |
Help students develop their metacognition through discussing transitions with them and help them to identify possible triggers so that you can directly teach coping strategies. We love this transition discussion guide!
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| Leslie Mann Demmitt Elementary, Vandalia |
For more ideas on supporting transitions check out our Around Town Round Up-- Transitions post.
Prime for Changes
Some schedules make it easy to communicate changes because you can manipulate the picture icons or write the new sequence of activities. Other schedules may require a visual cue to prime students such as a change card or post-it note.
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| Angela Crum Parkwood Elementary, Beavercreek |
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| Jennifer Schmidt Beavercreek High School, Beavercreek |
Teach Strategies for Perspective Taking
When an individual demonstrates inflexible thinking it can be difficult for them to make and keep friends. This can stem from their inability to shift gears between the activities and topics they love to the things others enjoy. It can also be a result of their unwillingness to take the other person's thoughts or feelings into consideration. They may come off as rude or uncaring when really they may be unaware of the issue due to their own mindblindness.
First, introduce the idea of speech bubbles and thought bubbles. Teach students to filter what things are appropriate to say (speech bubble) and what is better left unsaid (thought bubble). Offer role-playing opportunities and discuss scenarios to provide students with time to practice this skill. Use visuals to prime and prompt students.
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| Versailles Elementary |
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| Nancy Cera Brookville Elementary, Brookville |
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| Nancy Cera Brookville Elementary, Brookville |
For more ideas on teaching speech bubbles and thought bubbles check out our Around Town Round Up-- Speech Bubble/Thought Bubble post.
When teaching about speech and though bubbles, emphasize how actions and words can impact what others think. Use contingency maps and flow charts to help student see the consequences of their actions and words. This type of forward thinking is often difficult for our students with autism especially when they are having difficulty with flexible thinking because they are unable to consider the perspective of others.
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| Taylor Ruef Stevenson Elementary, Mad River |
Once the student has a toolbox of strategies to help them think more flexibly. Use visual supports to prime them like the list of strategies on the Be Flexible card below. Prime the student before times where flexible thinking may be difficult such as when working on a group project or going out to recess. Then, provide a visual cue to prompt them in the moment if you notice they start to struggle with being flexible. The front of the Be Flexible card below is one example of a visual cue prompt.
Providing students with visual supports and direct instruction will help them develop their ability to think flexibly, cope with changes, and foster friendships.
For more ideas on meeting the needs of students with executive functioning difficulties, check out our previous Executive Functioning Forum posts.
