Let's continue with implementing a plan for the concept of change. first, do some teaching about the subject before the skill is needed. Anxiety is low but cognitive understanding is high if the concept pre-taught before it needs to be applied. One of my favorite blogs is run by Jill Kuzma. She puts together great resources and shares them on her blog. Here is a resource that could be used to pre teach the concept of change.
https://jillkuzma.files.wordpress.com/2012/02/a-kids-guide-for-change.pdf
The next part of the plan will prepare a child for the changes that he can expect.
Here is an article about change that includes a social story that was published in the Boston Examiner.
http://www.examiner.com/article/autism-and-handling-changes-the-schedule
A list of steps of dealing with a plan may be helpful to use in the situation. The social story below is part of a behavior social story pack that can be purchased at https://www.teacherspayteachers.com/Product/Visual-Social-Story-Packet-for-Children-with-Autism-Behavior-Set-293770
Try using a timer that is set for a specific time. When it goes off, then the transition is made. Timers are very helpful for many children. It's even better if it is visual. The time timer is wonderful because it shows how much time is left. You can install the app of this if you don't want to carry around the "real thing."
Some children might handle the change better if handed a change card or a transition object to carry with them.
These are resources to help a child with a multitude of schedule changes. If he doesn't handle these without challenging behavior then it's time to use more specific visual supports. Social stories and visual supports that are specific to a certain type of change may be needed. Examples of this may be a substitute teacher or a field trip. The same process can be used but the social story and visual supports are created for that specific event. Some changes can be handled with the general change materials but others may need some specific materials created for that one event, at least in the beginning.
Always reinforce the child for handling the situation well and using his skills. The reinforcement should be bigger In the beginning and weaned as you see the child's skill increasing. This can be downloaded at http://visuals.autism.net/main.php?g2_itemId=524&g2_page=3
I would love to hear how it goes as you encorporate these strategies into your routines!
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