I often think about stresses on a regular basis as I am sure many others do too. Our families have stresses to deal with daily. Does the holiday season increase these stresses? Absolutely, not only financially, but emotionally as well.

We need to participate in more frequent and larger gatherings, our routines are all mixed up and the unpredictable becomes the new norm. For children with ASD and their families this time period can become a living nightmare. How do we cope with everyone home for 10 days, no school, no routines lots  of different things to eat, sugar and candy in free access throughout the world, small and large family gatherings

As a Behaviour  Analyst, I wish sometimes that I had a magic wand that I could wave to help families through these situations. Unfortunately, I don’t.  However I do have the next best thing. The understanding of behavIour  as a science which makes is predictable given certain  conditions.

Some of the things we can predict behaviourally over the holidays are:

(1) Increased sensory stimulation  =  increased inappropriate behaviour.

Therefore, for our children it becomes important to problem solve before entering large crowded malls or family gatherings.  Can you provide them with earplugs to lessen the noise, or can you make their presence in the crowded area very short and allow them to go to a quieter or less stimulating environment for brief periods. Can you bring a comforting toy or game that will calm then down and gain their attention? Is it at all possible to video the sequence of events ahead of time and show the video just before going (video modeling)?  (Charlop, M. H., & Milstein, J. P. 1989)

(2) Decreased routines = increased inappropriate behaviour .

We know how difficult it can be for our children with ASD to not be following their comforting daily routine of going to school or therapy.  This disruption of routine can definitely lead to non-compliance and other inappropriate behaviours. Therefore the big question here is how do I make these 10 days as routine and predictable as possible?  Try to go to bed still at the same time every night, wake up at the same time every morning.  Keep the brushing the teeth and changing clothes routines the same as during school days.

If possible have a daily schedule that you follow (making it a visual schedule with pictures and/or words would be even better).  Independent activity schedules are wonderful for home during school breaks. (McClannahan , L.E. and Krantz, P.J., 1999)

If you know you are going to be “out of routine” see if you can practice any components of the unfamiliar first. For example, can you look at pictures of unfamiliar people who are going to be there or unfamiliar places you are going to visit? Can you give them a predictable schedule for the time you will be there. For example, games at 5:00 (lego blocks and puzzles), dinner at 6:00 (soup and chicken), presents at 7:00 (unwrap [practice at home] and say thank you, home at 8:00 bedtime routine at 8:30, in bed at 9:00).

(3) Be consistent, set and maintain contingencies = decreased inappropriate behaviour.   

As much as possible maintain all routines and contingencies. Whatever home rules existed before  they should continue to exist throughout this period and in ALL environments! Behaviour is predictable under consistent contingencies. Also don’t just pay attention when something bad happens, remember to make sure to reward good behavior whenever and wherever you see it!

References:

Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational  speech using video modeling.  Journal of Applied Behavior Analysis, 22, 275-285.

McClannahan , L.E. and Krantz, P.J., Activity Schedules for Children With Autism: Teaching Independent Behavior . Bathesda MD. Woodbine House, 1999.