life post-holidays

How to Support Kids with Autism Through Holiday Letdown

Parent Perspective: Navigating Life Post-Holidays

The holidays are a lot. For autism parents, December is filled with constant planning and preparation in hopes that our children can navigate every holiday party, gift exchange, and Christmas pageant with ease. We take steps to ensure our kids don’t experience sensory overload or consume too much sugar, while in the midst of it all, we want to savor the joy and magic ourselves.

Seeing the holidays through our children’s eyes—the wonder of visiting Santa or the delight of opening another favorite gift—is a tremendous blessing to us as parents. Yet, as magical and stressful as the season can be, there’s a shared sense of sadness once it’s over. Another season has passed, and we’re faced with the transition back to the routines of daily life with autism. 

life post-holidays

While our kids often thrive on routine—even back to familiar schedules—it can still be challenging. That sense of holiday letdown is real, for both parents and kids. To help you and your child adjust to life post-holidays, here are some practical strategies for easing into 2025 with confidence and peace. 

Reestablish routines gradually.

If you can take a couple of days to transition back to your routine, the adjustment will likely go much more smoothly. Small, gradual changes can make a big difference. 

  • Purge the holiday treats: Clear out leftover holiday sweets and reintroduce healthier options your child will enjoy. 
  • Ease back into therapy: Schedule therapy sessions before school starts again if possible. Ask your child’s therapists to include time to pair with your child and process their holiday experiences. 
  • Shift wake-up times: If your child has been sleeping during break, start waking them up earlier, inching closer to their regular schedule. 
  • Adjust bedtimes: Begin putting your child to bed closer to their typical school night routine. 

I know these changes are hard to make as a parent. I often have the best intentions of putting my son to bed early, but when we’re cuddling on the couch at the end of the day, I don’t want to interrupt a sweet moment of connection. To be completely honest, I also don’t want to deal with a possible meltdown over going to bed. 

If you need additional support with transitions, consider using a visual calendar or social story to help your child envision the return to their daily routine. These can set clear expectations for what’s ahead and help ease anxiety about upcoming changes. 

Plan for downtime.

Before they return to school.

The holiday hustle can be both joyful and overstimulating. After things have quieted down, plan some intentional downtime to help your child decompress. Give them opportunities to spend extended periods of time at home, where they feel most safe and loved. During this free, unstructured time, encourage them to:

  • Play with the new toys they received over the holidays.
  • Rewatch their favorite Christmas movies. 
  • Use sensory tools to help them reregulate, such as swings, crash pads, and stim toys.

After they return to school.

Once your child returns to school, avoid filling your evenings with too many activities. Overscheduling them, whether therapy sessions, extracurriculars, or even errands make challenging behaviors more apt to occur. The transition back to school and therapy often places increased demands on your child, and they may need more time to adjust. Allow them the space to unwind in their familiar environment where they can decompress after a busy day. 

Create a soothing environment at home. I find making home cozy and inviting in the winter months, helps our whole family, especially my autistic son. Once the Christmas tree comes down things can feel barren and depressing, but you can still have a fire in the fireplace, keep the lights low, cover yourselves in weighted blankets, and play soft music signaling to your child that it’s time to slow down. 

Reminisce about the holiday highlights

It’s important for kids with autism to have outlets to process and express their feelings about big events, same as all of us. Whether your child is speaking or uses an AAC device, create opportunties of them to talk about the holidays. 

For example, after significant events in our family, we add special memories to my son’s AAC device under a page called “Life Events.” This allows him to revisit moments like attending summer camp, dressing up for Halloween, or spending time with cousins and grandparents during Christmas in another state. By doing this, we gain insight into what’s important to him and better prepare him for future trips and events. 

Here are some questions to help guide your conversations: 

  • People they saw: Who did you spend time with? Grandparents, cousins, friends? 
  • Special events: What activities did you enjoy the most? Baking cookies, visiting Santa, opening gifts?
  • Feelings: How do you feel now that the holidays are over? Happy, sad, relieved? 

It’s okay if your child is repetitive or hyperfocused on one thing in particular. As they process their experience they may begin to perseverate, but remember how important it is to give them a way to talk about what they loved, or hated, about this time of year. 

Plan something to look forward to

Transitions are easier when there’s something exciting to look forward to. While returning to routines can feel bittersweet, creating new events or goals can help both you and your child shift focus to what’s ahead.

Here are some ways to anticipate new things in the coming year:

  • Mark it on your calendar: Visually highlight upcoming events your child might enjoy like Valentine’s Day or a fun family outing.
  • Start a new tradition: January can feel like a dull month, but you can make it special. For instance, plan a “Winter Fun Day” where you play in the snow or enjoy a cup of hot chocolate together. 
  • Set small goals: Write down a few achievable goals for 2025, such as learning a new skill or earning a reward for completing daily tasks. Post these in a visible spot, like the kitchen, to remind your child of what they’re working toward.

If you’re unsure of what to look forward to, ask your child’s ABA clinician for suggestions. They may have creative ideas for incorporating fun, motivating activities into therapy sessions. The new year is a great time to introduce new approaches to help your child reach their goals while keeping them engaged and excited. 

A fresh start for the new year

As hard as the holidays are, it’s also hard to face when they are finished. I have mixed feelings about going back to real life after wearing PJs till noon, shopping sales, and going out to the movies. For kids with autism, the adjustment can feel especially challenging and may bring out some problematic behaviors. With patience, preparation, and a little creative redirection, you can help your child ease into 2025 with hope. As you guide them, don’t forget to celebrate the small victories along the way—both theirs and yours. It may not be exactly how you envisioned but it can still be good. 

Here’s to a fresh start and a happy new year for you and your family! 

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Kathy McClelland is a freelance copywriter and marketer for pediatric healthcare and special education brands from Austin, Texas. Before becoming a mom, her work included promoting medical journals and online publications for the American Academy of Pediatrics and parenting books for Tyndale House Publishers. When her second son was born with a rare genetic condition, she was thrust into the world of special needs parenting. Her website is kathymcopywriting.com.

Disclaimer: While I am a consultant writing on behalf of BrightPath Behavior, my child is not a current client. The views and experiences shared in this blog post are entirely from a parent’s perspective. My goal is to provide informative content and insights based on my personal experiences, as well as interviews conducted with the staff at BrightPath Behavior.

Note: The information provided in this article is for general guidance and does not replace professional advice. Please consult with a healthcare professional or therapist for personalized guidance.

Photo used with permission by the blog author.

independence and autism

Supporting Independence and Self-Help Skills in Children with Autism

Encouraging independence and teaching self-help skills are essential for supporting children with autism spectrum disorder (ASD). Helping children gain the ability to manage everyday tasks on their own not only boosts their confidence but also reduces their reliance on external support. This guide offers practical strategies to promote independence at various stages of development, tailored to children with autism.

autism and independence

Autism in Early Childhood (Ages 3-6)

In early childhood, the focus is on laying a strong foundation for self-help skills while fostering independence. Children at this stage thrive in environments with clear, structured routines and visual supports.

Key Strategies:

  • Visual Schedules and Cues: Visual schedules help children understand the steps involved in everyday tasks, such as getting dressed or brushing their teeth. Breaking tasks into manageable steps with visual cues can reduce anxiety and encourage children to complete tasks independently.
  • Task Analysis: Large tasks can feel overwhelming. Breaking them down into smaller, more manageable steps allows children to take on more responsibility gradually.
  • Modeling and Imitation: Children learn best by watching others at this age. Video modeling, where children watch videos of themselves or peers completing tasks, is an effective way to teach skills such as washing hands or tying shoes.

Autism in Middle Childhood (Ages 7-12)

As children grow older, they are ready to tackle more complex tasks. Middle childhood is an ideal time to promote greater independence at home and school by encouraging children to take on responsibilities like homework or preparing simple meals.

Key Strategies:

  • Self-Monitoring: Encouraging children to track their progress with tools like checklists helps them become more aware of their routines and builds self-reliance.
  • Task Sequencing and Work Systems: A structured system helps children understand the steps they need to take and when a task is complete. This method is helpful for chores or schoolwork, helping children stay organized and become more independent.
  • Problem-Solving: At this stage, children can begin learning to solve problems independently. Teaching them strategies for breaking down tasks or asking for help fosters resilience.

Autism in Adolescence (Ages 13-18)

Adolescence is a crucial time for preparing young people with autism for greater independence as they transition to adulthood. This stage focuses on applying learned skills to real-world situations, such as managing money, cooking, and maintaining personal hygiene.

Key Strategies:

  • Self-Advocacy: Encouraging adolescents to advocate for themselves—whether at school, in social settings, or at work—is key to developing independence. Keeping a journal to track goals and progress can help adolescents reflect and make adjustments.
  • Video Self-Modeling: Watching videos of themselves, completing tasks like cooking, or managing a schedule reinforces adolescents’ abilities and boosts their confidence.
  • Social Skills Training: Developing communication skills is essential for navigating social environments. Programs that teach skills such as initiating conversations or reading social cues can help adolescents feel more confident.
  • Life Skills Training: Teaching practical life skills, such as budgeting, shopping, and meal preparation, helps adolescents prepare for independent living. These skills can be taught through real-life experiences, using checklists or visual prompts.

These strategies empower children and teens with autism to gain independence, decrease reliance on external supports, and enhance their confidence and readiness for future challenges.

References

Koegel, R. L., & Koegel, L. K. (2006). The Pivotal Response Treatment approach to autism. The Journal of Positive Behavior Interventions, 8(3), 116-130.

Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. A. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425-436.

Schopler, E., & Mesibov, G. B. (2005). Teaching children with autism: Strategies to enhance communication and socialization. New York: Guilford Press.

Vismara, L. A., & Rogers, S. J. (2010). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 39(1), 35-52.

 

Aline O’Brynt is an Apprentice and Registered Behavior Technician (RBT) at the Academy Clinic in Colorado Springs. With a background in Psychology from Capella University and a 4.0 GPA in her Master’s in Applied Behavior Analysis (ABA), Aline combines academic excellence with a passion for early intervention and individualized care. Her journey into ABA began with her interest in child development after the birth of her first child, leading to a career focused on supporting children with autism and their families.

Aline is dedicated to creating meaningful progress through evidence-based practices, compassionate care, and parent training. Her ultimate goal is to become a Board-Certified Behavior Analyst (BCBA) and help children reach their full potential. Outside of work, Aline enjoys immersing herself in different cultures and learning new languages, bringing a broad perspective to her work and life.