Support Autistic Students Through Transitions

As an Autistic adult, with my own OT clinic and a lot on my plate with speaking and delivering school district professional development, I face the same challenge every day. And it is this:

I struggle with transitions.

The stress I feel typically (always) disappears once I am inside a new task, especially when this task is something I enjoy and that I am drawn toward.

Once I start the task, I remember how I LOVE to engage deeply and I do engage. Then, I am fine.

I suspect all people and definitely Autistic people experience upcoming events in many different ways, and here are two of them:

Type A:

* feels good anticipating something

* structure reduces stress

Type B (me)

* resists pre-commitment but feels better once inside the activity

* experiences structure as constraint until it begins

So, here is the question: What helps me . . . and what may help the Autistic students YOU support?

But before we dive in, make sure that you ensure that we are transitioning students to something they enjoy and want to participate in, but if it is something "difficult" support students in these ways:

a) "chores" can be framed in ways that explain WHY they must be done; "Going to the dentist is unpleasant, but they help make sure our teeth and gums feel good."

Often social stories help with this!

b) transitions are paired with support that does FEEL GOOD (AKA: dopamine pairing); "Here, maybe take this book with you to the dentist appointment. It might give you a nice distraction."

c) transitions are approached with adult/peer co-regulation, validation, and understanding - "I will walk to the office with you to meet your mom for you to go to the dentist appointment."

d) transitions are known ahead of time and the "spoons required" (using spoon theory) are acknowledged and a plan is put in place for HOW to help with this transition.

So, let's look at my example . . .

As an Autistic adult, and OT, I experience PDA (pervasive drive for autonomy), as many of our kids do, and I TRULY struggle with my own day to day tasks:

. . . I have to go into the clinic this afternoon, . . . I have to finish that OT report, . . . I have to do that Zoom with that teacher or parent.

Feeling resistance and great dysregulation does not mean that I want to change my life and stop being an affirming OT or close the doors to my business.

But what it does mean is that I have to rely on STRATEGIES to not let these transition demands get the better of me (Let's call this "Anticipatory Transitioning") and stress me out hours and hours before something on my schedule happens.

So, what do I do?I choose Door d) above mainly. In other words . . . when I know a transition is coming and it weighs on me (even a transition to a task I like - like seeing OT kids in my clinic) I have a plan for transition that I do ahead of time. What gives me "spoons" to have the capacity to move forward in my day and transition?

1- I make OT session plans on Sunday evenings (I know we are not supposed to work when we are not working, but taking one hour every Sunday evening helps me manage transitions and what I do throughout the week).

When I know what types of activities to "strew" in my clinic, when I know what I will be suggesting in OT sessions, my anxiety for the transition to all the kids feel easier.

2- I make a list of materials I need for each OT client, and this takes way more stress off my plate.I also use Door a) above as well, namely, I remind myself that when I work with kids or when I jump onto that school district Zoom, I will love what I do.

This self-talk carries me through a lot!

I use Door b) as well and pair so many feel-good things with transitions - and my biggest dopamine pairing is listening to music.

I have favorite songs - we all do and our kids do as well - so it works to pair a favorite somg with a tough transition. So, I listen to my favorite songs as I get ready to leave my house and head to my clinic.

And a question for you . . . when was the last time you supported a student by asking for and playing their favorite song during a transition?

And full disclosure, I am great at supporting myself through music and not consistent with offering this to the children I support.

And what about Door c)? How do I use co-regulation to help me through transitions. I don't - or do I?

What I mean is that I don't have a person beside me holding my hand and walking me into a transition. But I would like that. At times, for sure, my partner would be there for me but they are at work much of the time.

But I do have my dogs! Luna (whacky, energetic husky terrier) and Lord Grantham (LG - a cranky but lovable Bichon mix) and they absolutely do co-regulate me when I remember to take the time to spend minutes petting them as a transition gets closer. I must remind myself to use their calm to support my nervous system!

So, please share in the comments!

What do you do NOW to support your students? (Please share with the group!)

What can you ADD to your approaches to support your neurodivergent kids even better?!

. . . and thanks for reading and listening!

More from Dr. Lisa Marnell and Kids Master Skills . . .

Are you a school-based OT?

Dr. Lisa launched an 8-hour, AOTA-approved professional development entitled, "Insight to Autism for School-Based OTs"!

This self-paced, online course provides 8 AOTA Contact Hours (0.8 AOTA CEUs) which supports OTPs who struggle with these concerns:

• You want to be neuroaffirming . . . but your school prioritizes compliance over nervous system safety

• You want to write strengths-based evaluations and goals . . . but you don’t have a clear framework to guide you yet

• You want your sessions to matter . . . but the tools you use don’t match what your Autistic students actually need

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For parents, teacher, or other school professionals -

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Do these questions resonate with you?

• Do you SUSPECT that the strategies being used with your Autistic student are causing anxiety or frustration?

• Do you WANT to adopt neuroaffirming IEP goals and accommodations . . . but don't know where to start?

• Do you HOPE to support long-term emotional regulation and learning but know you're on the wrong path ?

Learn more about a course for you at this picture link!

As always, feel welcome to touch base with me by e-mail at KidsMasterSkills@gmail.com

I would love to hear about your successes, your struggles, your feedback, and any questions or comments you have! Let me know if this post was helpful.