How Apps and Tools Support Learning for Kids with Autism

Technology is becoming a powerful ally for children with autism. Learning applications and technology-based learning tools have enormous potential to serve learners across the neurodiversity spectrum, not only during short, time-limited interventions, but also throughout the year. As educational technology continues to develop, the role of various tools in providing long-term support across many fields of learning is gaining increasing significance in the lives of educators, clinicians, families, and especially autistic individuals. Let’s discuss how applications and technological devices can serve the needs of learners with diverse needs in key areas: communication, attention and executive function, literacy, and sensory regulation.

Communication Supports (AAC Tools)

For many autistic children, communication can be the biggest source of frustration. That’s why Augmentative and Alternative Communication (AAC)–such as iPad apps, speech-generating devices, and picture-exchange systems–means are vital intervention resources needed by learners on the spectrum throughout the year to reduce frustration and enhance communication. 

The Mavritsakis (2024) case study demonstrated that communication and social interaction were greatly enhanced when an iPad-based AAC tool was used, and another study showed an increase in social communication skills. Nevertheless, the use of AAC relies on classroom situational factors and stakeholder buy-in. Yau et al. (2024) observed barriers among various stakeholders in school settings. Suhr et al. (2024) stressed that there should be more opportunities for communication in all situations. For AAC to truly help kids with autism, it needs to be available everywhere: at home, in school, during play, and in community settings. Consistency is key. 

Attention and Executive-Function Support

Many children with autism, ADHD, or learning differences struggle with executive-function skills–things like planning, focus, organization, and self-regulation. Those with learning disorders who have problems with these types of skills may benefit from technological support for attention and organization throughout the year. 

Al Dahhan et al. (2022) discovered that ADHD and executive-function impairments are both involved in reading performance in children with dyslexia, highlighting the need to consider attention and executive-function supports as ongoing, rather than episodic, across the learning profiles. 

The systematic review by Galitskaya et al. (2025) emphasizes that digital technologies have a positive impact on children’s educational achievement and social control, thereby confirming the idea that year-round use of apps can be beneficial for building executive-function skills. 

Aikaterini et al. (2022) described mobile apps for children with ADHD that address executive functions, self-regulation, and metacognitive skills, and explained how these apps can be used daily to continuously support these skills. 

Moreover, Konaç et al. (2024) showed that immersive VR interventions enhanced Executive Function abilities in children and adolescents with ADHD, suggesting that year-round use of technology to engage with these skills may be effective over time. 

Together, these findings show that technological tools–whether simple apps or immersive VR–can provide steady, ongoing support for kids who need help staying focused and organized. 

Literacy and Sensory Supports

Technology also plays a vital role for children with autism, dyslexia, or other learning disorders who need extra help with reading, writing, and sensory regulation. Assistive technology and AAC provide necessary year-round scaffolding that learners with dyslexia or specific learning disorders can use to facilitate literacy development. 

A systematic review conducted by Dumitru (2025) concluded that AAC devices (Augmentative Alternative Communication devices) were effective in supporting students with ASD’s vocabulary, spelling, and reading comprehension by scaffolding literacy deficits throughout the school year rather than through isolated interventions. 

For learners with sensory-processing differences, learning environments can be improved through technology and sensory-regulation tools that provide year-round support. In their observational study, Rodriguez-Armendariz et al. (2024) found that children with neurodevelopmental disorders experienced significant sensory-processing difficulties compared with their neurotypical peers, and thus, sensory-regulation devices were necessary to support learners throughout the academic year.

From text-to-speech apps to sensory-calming devices, technology can meet kids where they are and help them learn more comfortably. 

Implementation and Recommendations

For technology to truly support kids with autism, it needs to be thoughtfully integrated across environments and across the year. The use of year-round applications and tools must also take into account cultural and contextual aspects to be productive in all environments. In their quasi-experimental study, Touali et al. (2024) investigated sensorimotor integration interventions for children with ASD and found that the use and practice of year-round technological tools are essential. Stakeholders, such as teachers, families, and clinicians, should strategize, institute, and track the technology supports in settings to ensure year-round presence for the learner. Yau et al. (2024) highlighted the importance of teacher training and the environment for effective AAC implementation. This demonstrated that the sustainability of year-round technology tools depends on learners’ access to them. Dumitru (2025) argued that for a technological tool to be relevant, usable, and successful, it should be accessible, customizable, and pervasively integrated into everyday life.

What this all means is that families, teachers, and clinicians should work together to choose tools that fit the child, revisit what’s working, and make sure devices and apps are available whenever the child needs them. 

Conclusion

The application and use of year-round tools and strategies in communication, attention, executive functioning, literacy, and sensory regulation are crucial for supporting neurodiverse learners. The evidence examined indicates that technology support must be maintained, incorporated into day-to-day processes, and adapted to personal and scenario demands, even across different cultural contexts. In more specific terms, teachers, clinicians, and families should collaborate to establish these supports and monitor them annually. Moreover, better research is required, especially in less-studied settings, to ensure inclusiveness and efficiency across all learning settings. 

References

Aftab, A., Sehgal, C. A., Noohu, M. M., & Jaleel, G. (2023). Clinical effectiveness of AAC intervention in minimally verbal children with ASD: A systematic review. NeuroRegulation, 10(4), 239–239. https://doi.org/10.15540/nr.10.4.239

Aikaterini, D., Drigas, A., & Skianis, C. (2022). Mobile applications as intervention tools for children with ADHD for a sustainable education. Technium Sustainability, 2, 44–62. https://doi.org/10.47577/sustainability.v2i4.7344

Al Dahhan, N. Z., Halverson, K., Peek, C. P., Wilmot, D., D’Mello, A., Romeo, R. R., Meegoda, O., Imhof, A., Wade, K., Sridhar, A., Falke, E., Centanni, T. M., Gabrieli, J. D. E., & Christodoulou, J. A. (2022). Dissociating executive function and ADHD influences on reading ability in children with dyslexia. Cortex, 153, 126–142. https://doi.org/10.1016/j.cortex.2022.03.025

Dumitru, C. (2025). Assistive technology and alternative and augmentative communication options in the language skills development of students with specific learning disorders. Education Sciences, 15(2), Article 170. https://doi.org/10.3390/educsci15020170

Galitskaya, V., Polydoros, G., Drigas, A., & Antoniou, A.-S. (2025). Exploring the impact of executive function deficits on academic readiness and social-emotional skills in children with ADHD and learning disabilities: A systematic review. Scientific Electronic Archives, 18(3). https://doi.org/10.36560/18320252078

Konaç, A., Bini, M., Fusco, N., & Bourdin-Kreitz, P. (2024a). Enhancing executive function skills in children with attention-deficit/hyperactivity disorder via immersive virtual reality interventions: Scoping review. JMIR XR and Spatial Computing, 1(1), Article e57225. https://doi.org/10.2196/57225

Konaç, A., Bini, M., Fusco, N., & Bourdin-Kreitz, P. (2024b). Enhancing executive function skills in children with attention-deficit/hyperactivity disorder via immersive virtual reality interventions: Scoping review. JMIR XR and Spatial Computing, 1(1), Article e57225. https://doi.org/10.2196/57225

Mavritsakis, D. (2024). Augmentative and alternative communication in autism spectrum disorder: Transitioning from letter board to iPad—A case study. Frontiers in Psychiatry, 15, Article 1345447. https://doi.org/10.3389/fpsyt.2024.1345447

Mossige, M., Arendal, E., Kongskov, L., & Svendsen, H. B. (2023). How do technologies meet the needs of the writer with dyslexia? An examination of functions scaffolding the transcription and proofreading in text production aimed towards researchers and practitioners in education. Dyslexia, 29(4), 408–425. https://doi.org/10.1002/dys.1752

Rodríguez-Armendariz, E., Vela-Romero, M., & Galiana, A. (2024). Sensory processing challenges in children with neurodevelopmental disorders and genetic conditions: An observational study. NeuroSci, 5(3), 339–353. https://doi.org/10.3390/neurosci5030027

Suhr, M., Bean, A., Rolniak, J., Paden Cargill, L., & Lyle, S. (2024). The influence of classroom context on AAC device use for nonspeaking school-aged autistic children. International Journal of Speech-Language Pathology, 26(3), 434–444. https://doi.org/10.1080/17549507.2023.2220992

Touali, R., Zerouaoui, J., Chakir, E., Bui, H. T., Leone, M., & Allisse, M. (2024). Impact of a sensorimotor integration and hyperstimulation program on global motor skills in Moroccan children with autism spectrum disorder: Exploratory clinical quasi-experimental study (Preprint). https://doi.org/10.2196/preprints.65767

Yau, S. H., Choo, K., Tan, J., Monson, O., & Bovell, S. (2024). Comparing and contrasting barriers in augmentative alternative communication use in nonspeaking autism and complex communication needs: Multi-stakeholder perspectives. Frontiers in Psychiatry, 15, Article 1385947. https://doi.org/10.3389/fpsyt.2024.1385947

 

Hayat Daghay is a Registered Behavior Technician (RBT) and Behaviorist with advanced training in international and clinical psychology. She holds a Doctorate C in International Psychology – Organizational & Systems and a Master’s degree in Clinical Psychology. Hayat currently serves as a BCBA Apprentice with BrightPath Behavior. In addition to her clinical work, she is an International Autism Researcher, ABA Consultant, and published author.

Tired of judgmental stares when you’re out in public? 

We’ve all been there. The grocery store check-out, the dressing room, the doctor’s office waiting room, or the school drop-off line. Your child suddenly becomes overwhelmed and has a full-on meltdown. 

I recently took my child for a routine blood draw. I could tell he was anxious when he switched from happily spinning a favorite toy to rocking back and forth in his stroller in the lobby. The rocking grew more intense as we entered the elevator. One of the people riding with us tried to engage him in conversation, with little success. As we stepped off, she said to me, “Good luck to you.” She knew I was in for a challenge. Fortunately, once we arrived at the clinic, I was able to calm my son with an iPad. He watched throughout the entire procedure and did great. We escaped a meltdown. 

But it hasn’t always gone that way. When your autistic child begins to spiral into distress, your adrenaline goes up as you try to calm your child down. And while you focus on calming your child, you can’t help but feel the eyes of onlookers or the awkward attempts of well-meaning strangers who don’t know how to help. It’s an uncomfortable situation for everyone.

After a public meltdown, you may swear you’ll never allow it to happen again. But avoiding them is hard, unless you know the triggers. This post will give you a few practical tips to help you notice the early “rumblings” before a meltdown begins and how to manage it once it does. Autism shouldn’t keep your family at home. 

 

Be On the Lookout for Any Known or New Triggers

You know your child best, including the things that can set them off. Being keenly aware of the signs that they may be in distress is essential. This “rumbling” stage of a meltdown may include self-soothing behaviors like rocking, head rolling, thumb sucking, or biting. These behaviors may signal that your child is feeling anxious. 

Give your child a chance to communicate what they’re experiencing. If they are non-speaking, use AAC, sign language, or any communication method that works for them. Ask what they need to feel calmer and then respond right away, whether that means meeting their need directly or distracting them from the distressing thing. Sometimes, gentle redirection can ease anxious feelings before they escalate. 

You can also be proactive to avoid unintentionally triggering a meltdown. For example, avoid giving your child sugar or caffeine before outings or situations you expect to be stressful, as these can increase the likelihood of a meltdown. 

Have a Sensory Toolkit on Hand

Your child’s sensory needs can change depending on the state of their nervous system. Sometimes, they may know exactly what they need and seek it out for themselves. Other times, you may need to help guide or support their regulation. 

That’s why it’s always a good idea to keep a sensory toolkit—a bag of sensory toys—with you. Fill it with items you know your child finds calming or comforting. These familiar tools can help them regulate before, during, or after a meltdown. Even if they don’t work immediately, just having something familiar available can provide comfort and help your child feel more grounded in a public setting. 

Sensory Toolkit Ideas

• • Comfort items: favorite stuffed animal, toy, or blanket
  • Noise-canceling headphones or earplugs
  • Chewlry (chewable jewelry) or other oral sensory tools
  • Weighted vest or lap pad
  • Fidget toys: spinners, cubes, squishy balls, pop-its
  • Sensory brushes or textured items to touch
  • Compression clothing
  • Calming visuals: bubble timer, glitter jar
  • Preferred snacks, especially crunchy or chewy foods for oral input
  • Water bottle with a straw, as sucking can be calming
  • Sunglasses or a hat to reduce bright light or the sun

Use Positive Reinforcement

Verbal praise should flow freely when your child is doing well. When they’re engaging appropriately, feeling happy, or interacting with others, make sure to tell them. By consistently encouraging the positive things they are doing—and pointing out what it looks like when they are calm and engaged—you’re building a foundation for your child to recognize and understand their own positive baseline. 

Children often sense when they’re dysregulated, which is why they begin acting out. Although your child may not always be able to prevent a meltdown, ABA strategies can help. Your child’s BCBA can equip you with tools so that you feel empowered and confident in guiding your child through those challenging moments. 

Positive Reinforcement Ideas

• • Verbal praise such as, “I love how calm your body looks right now!”
  • Playful interactions like silly voices, tickles, peek-a-boo, or an inside joke
  • Preferred toys
  • Screens (in moderation)
  • Music that is calming or a favorite upbeat song
  • Movement breaks like spinning, swinging, or dancing
  • Physical affection, such as hugs and high-fives

Create a Calming Routine When Going in Public

Routines give kids a sense of predictability. Let’s be honest, they help parents, too. Having a consistent process before leaving the house can reduce stress and set everyone up for success.

For example, you might post a visual schedule by the back door that lists each step before leaving: go to the bathroom, wash hands, put on shoes, turn off lights, grab backpack, and get in the car. 

While it may not be practical to create a visual schedule for every possible outing, social stories can be beneficial. Consider making one for the places you visit most often, like the grocery store, pharmacy, school, church, or restaurants. Preparing your child with a clear story of what to expect can help minimize anxiety and prevent meltdowns. 

Try to Stay Calm 

Our kids are like little sponges. They absorb our emotions, whether positive or negative. If you can remain calm and at ease, not only when taking your child out of their typical environment, but also when things start to unravel, it can help your child regulate, too. 

Ideas for Staying Calm

• • Take deep breaths
  • Slow down your speech and movements
  • Make eye contact with your child

It Is Possible to Get Through Public Meltdowns Successfully

The other day, while we were out running errands, my son suddenly grabbed my hair and pulled me in close so he could look directly in my eyes. He was scared. Even though I knew he was safe, he didn’t feel that way. 

When he grabs my hair, it can be difficult to break free. But if I remain calm, give a clear direction—”let go of my hair”—and firmly press down on he top of his hand, he eventually releases. Not showing my fear or anxiety as much as possible is helpful to him, too. Honestly, I think he can “smell” fear. The calmer and peaceful I remain in a stimulating situation, the more likely he is to mirror my emotions, especially if I am proximally close to him. Once he lets go, whether it’s of my hair, shirt, or arm, and I know his reaction isn’t escalating, I immediately reinforce the positive behavior with praise. 

You will get through the meltdown, even if it costs you some public humiliation. It is not easy to take our kids places, but it’s worth it. If you’re struggling in this area, talk with your child’s BCBA about setting a goal to practice small, manageable trips out in public. Over time, those little steps can make a big difference. 

What are your questions?

We value your feedback! Share your thoughts and questions in the comments below. Your input helps us continue providing insightful content on autism and ABA therapy.

If you found this post helpful, please like, share, and follow us for more insightful content on autism and ABA therapy.

Interested in a positive, play-based approach to ABA? 

Connect with BrightPath Behavior today. Our friendly team is here to answer your questions and support your journey.

Kathy McClelland is a freelance copywriter and marketer specializing in pediatric healthcare and special education brands based in Austin, Texas. Before becoming a mom, her work included promoting medical journals and online publications for the American Academy of Pediatrics, as well as 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.

How to plan ahead when flying with your child this summer. 

We were in the worst turbulence I’d ever experienced. I put my head down, trying to curb the nausea, and began praying that our plane wouldn’t go down. The entire cabin was utterly silent, as if everyone was feeling and thinking the same thing—except for my then four-year-old child with autism, who was laughing loudly and delightfully as if we were on a ride at Disney World. 

I glanced over at my husband, and we locked eyes. In our nonverbal exchange, we both acknowledged this was way too serious a situation for our son to be enjoying. His inappropriate behavior turned heads in our direction, but it hadn’t started there. It began way back at TSA check-in.

Traveling can be stressful. Traveling with a child with special needs is next-level stress. Through the years, we’ve learned a few strategies to help make our air travel smoother. Hopefully, these seven tips will help you, too. 

Advance Preparation for Flying with a Child with Special Needs. 

1. Book your flights—and your seats—well in advance.

If you have a child with autism, you’re likely well-versed in advance planning. Often, the spontaneous and unexpected (or expected) behaviors of our children have us thinking through plans B, C, and D. So as soon as you know when you are flying, begin looking for flights. 

Book flights that are going to be the most convenient for you and your child. For instance, if you have an early riser, an early flight time might not be as challenging as it would be for a child who needs to sleep in to avoid a meltdown. If possible, try to book a direct flight to reduce the number of transitions for your child. 

Depending on the airline, some carriers make special accommodations for children with ASD. Call ahead to speak with an agent to determine whether or not you are eligible for medical seating. This option can ensure you sit with your fellow travelers as well as secure bulkhead seating. If your child tends to engage in behaviors like headbanging, kicking, or hair-pulling, the bulkhead might be the best place for you. 

It’s also worth paying extra to select seats in advance, especially if you don’t get medical seating. These days, airlines often allow you to choose seats and add baggage for an extra fee. If your budget allows, it’s well worth the cost to get seats your child will most likely be comfortable with—whether that’s near a window or an aisle, at the front of the plane or the back. It may also be more calming for your child (and helpful for you) if your family can sit together. As much as it hurts to fork over the extra seating fees, you’ll thank yourself later. 

2. Create a visual schedule. 

Once you’ve finalized your dates, put them on a visual calendar so your child can see how many days are left until you travel. Along with a countdown calendar, it’s also helpful to write a social story tailored to your child. Include pictures of each part of the travel process—checking in, going through security, boarding, and what it feels like to lift off and land. Any details you can share will help your child understand what to expect, especially during transitions, which are frequent when traveling. 

Some airlines and airports offer a virtual tour, or even in-person tour for kids and their families ahead of travel day. If available, this experience can help your child visualize what the day will look like. If you can arrange an airport security walk-through in advance, it might reduce anxiety about what to expect when going through security. 

3. Pack creature comforts, favorite snacks, and essential travel gear.

Packing is a big part of having a successful travel day. Make sure to pack the favorite stuffed animals, stim toys, and anything else that provides comfort. It’s also a good idea to bring well-charged electronic devices for entertainment. Now is not the time to worry about the screen time limits—if it helps keep your child calm and focused, use it! 

However, remember there may be times during the flight when electronic devices must be turned off. Have a back-up plan for these moments, and consider a reward system to motivate your child while they practice waiting in new and different circumstances. 

Snacks can be especially comforting, and airport terminals might not have many of your child’s preferred foods. Bring familiar, packaged foods or fruits that your child enjoys. While you can’t bring liquids through security, you can still bright plenty of solid snacks. Also, pack some gum to help prevent ear popping during takeoff and landing. 

If your child is a sensory seeker, be sure to pack the tools that help them stay regulated. Chewlry, a weighted blanket or lap pad, noise-canceling headphones, or other sensory items can all help keep them grounded during the flight (pun intended!).

Finally, consider using a FAA-approved CARES restraint system designed specifically for air travel. CARES attaches to the airline seat and adjusts to your child’s size. This system has worked wonderfully for my son during many flights. Not only did it help keep him in his seat, but I also think it made him feel more secure in an upright position. 

4. Call ahead and let TSA know you’re coming.

Getting through security is often one of the most stressful parts of air travel. Lines can be long, and security agents give a lot of instructions that need to be followed quickly. When traveling with a child with special needs, the process may take a lot longer. It really helps to let Transportation Security Administration (TSA) know you are coming by calling ahead. 

We once held up the security line for 45 long minutes while traveling with my son. I felt every one of those minutes too. Not only did all of my son’s medications and medical supplies trip the sensoring equipment, which required them to be unpacked and examined on the cold, stainless steel counter for everyone to see, but every person in line behind us shifted impatiently as their luggage stacked up. Never before had I felt so exposed and vulnerable. Even our hospital stays don’t compare to that level of anxiety, because I knew that if even one of those essential items didn’t make it back into our bag, we wouldn’t be able to replace it when we arrived. 

What I should have done to avoid that disarming situation was call TSA Care in advance. 

If you call TSA Cares at least 72 hours in advance, you’ll receive extra assistance and may be routed through a shorter line with fewer people. The staff will take extra care to ensure your child is not overstimulated. Additionally, if you have medications or other important supplies in your carry-on bags, those items will need to be unpacked and inspected. Letting TSA know ahead of time allows them to plan appropriately while keeping everyone safe.

Once You’re at the Airport

5. Arrive early and find a quiet spot. 

Getting to the airport early seems like obvious advice, but it’s one of the most important things you can do to reduce stress. When traveling with a child with autism, you can’t predict what might trigger overwhelm—crowds of people, restaurant smells, loud flight announcements, people running to their gates, or flight delays. Arriving early means you have enough margin to navigate each transition at your child’s pace, without the added pressure of time breathing down your neck. 

Once you’re through security (phew!), find a quiet place near your boarding gate. If your child is still struggling with the noise and busyness of the airport, look for a less crowded corner where you can settle in with an iPad or other calming activities. Some airports also offer lounges or designated quiet areas—consider booking one if it’s within your budget. Having a calm place to regroup can make all the difference in setting a positive tone for the rest of your trip. 

6. Ask for priority boarding

When you arrive at the gate, explain your child’s diagnosis to the boarding agent. You might also consider getting a doctor’s note in advance, especially if your child’s disability is invisible or less apparent to others. Having a valid document explaining how ASD affects your child in unfamiliar or uncertain environments can help you secure priority boarding. 

Priority boarding allows you and your family to board the plane alongside other passengers with disabilities, elderly passengers, or families with small children. This helps you feel less rushed and reduces the added stimulation that comes with everyone boarding at once.

If you are using a stroller or other mobility device, ask the agent for a gate check tag. This tag allows you to leave your stroller or device at the end of the jetway before you board the plane. It will be ready for you to use again when you deplane.  

During the Flight

7. Remember to ask for help if you need it.

Once you’re on the plane, take a moment to celebrate how much you’ve planned and prepared for this day. You’ve done so much already, and that deserves recognition. But even with the best preparation, flying can still bring surprises. Takeoff, landing, turbulence, or even the flight attendants’ safety demonstration might overwhelm or startle your child. 

Set expectations ahead or time whenever possible. Remind your child about the sounds, sensations, and changes that come with flying—from engine noise to seatbelt signs. Reinforce positive behaviors with plenty of encouragement and praise. 

And if your child becomes upset or needs extra support, don’t hesitate to ask for help. Flight attendants and even fellow passengers are often more understanding than you might expect. Let me know specifically how they can assist.

No matter what happens, remember that this experience, even the challenges, not only gets you to your desired destination, it builds resilience in both you and your child. 

Hopefully, your flight will be smooth sailing (or smooth flying!), unlike my own thunderstorm-filled journey with a wildly- laughing little one. You’ve got this—and every flight is one step closer to an eager and willing travel buddy. 

What are your questions?

We value your feedback! Share your thoughts and questions in the comments below. Your input helps us continue providing insightful content on autism and ABA therapy.

If you found this post helpful, please like, share, and follow us for more insightful content on autism and ABA therapy.

Interested in a positive, play-based approach to ABA? 

Connect with BrightPath Behavior today. Our friendly team is here to answer your questions and support your journey.

 

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.

 

How recreational programs support growth beyond therapy. 

When you have a child with autism, your calendar is often packed with therapy sessions, especially ABA. And while therapy is incredibly valuable, sometimes a little something different can also be a powerful part of your child’s development. 

That’s where summer camps come in. If you can find a way to squeeze one in this year, I say go for it! If your child has higher support needs and you’ve assumed camp isn’t an option, don’t count them out just yet. Many communities offer specialized camps for AAC users, children with physical disabilities, or other specific needs. Ask your local school district, pediatrician, or therapy provider—there may be a program out there that’s just the right fit. And if you’ve already registered but are feeling a little nervous, let me share why camps can be so beneficial—and why a little fun and variety might be just what your child needs this summer. 

1. An opportunity to explore their interests and passions.

Does your child talk about Minecraft nonstop? Are they endlessly fascinated by how things work, or completely captivated by baking shows or building with Legos? Enrolling your child in a niche summer camp or recreational program gives them the chance to dive deeper into what they are fascinated by and enamoured with—sometimes labeled as “obsesssions,” these interests can actually become the means for building confidence, skills, and independence.

Depending on where you live, you might find a wide variety of specialized camps. One year, my son attended an inventor’s camp where he brought an old laptop, took it apart piece by piece, and learned about each component while also creating his own inventions. He couldn’t wait to go back each day. It was the perfect blend of learn and doing what he loves. 

2. Structure for an otherwise unstructured part of the year. 

When school’s out, structure and routine often go out the window—and our kids feel it. Without a predictable routine, many children tend to drift to devices. While screen time is okay from time to time, spending all summer in front of a tablet isn’t ideal. 

Summer camps offer a built-in schedule that brings much-needed consistency to the day. That kind of routine helps kids regulate, reduces anxiety, and can even support an increase in focus and a decrease in stimming behavior, especially when physical activity is part of the mix.  

If you can enroll in a camp that runs for several weeks, great! But even a short, week-long camp can offer valuable structure. But camp can be expensive, so if it’s not in the budget, that’s okay too. You can still build a routine into your summer at home. 

3. A chance to practice social skills.

Summer camps, sports, and art programs offer great opportunities for your child to continue practicing their social skills with peers in a natural setting. These interactions are meaningful practice, whether it’s making a new friend, having a back-and-forth conversation, or learning how to share materials and take turns. 

Camp is also a great place to learn the rules of new games and activities—and how to follow them with good sportsmanship, even when others don’t value them the same. It’s a real-world opportunity to grow in patience, flexibility, and resilience. 

Your child may not know the other kids at camp, but it’s a chance to branch out and meet someone new. You never know what friendship might develop by the end of the summer! 

4. Allows them to develop motor skills while having fun. 

Just like camps offer opportunities to build social and emotional skills, they can also help your child strengthen physical and fine motor skills, often in fun, unexpected ways. 

Sports camps are beneficial for gross motor development. Whether your child is running, throwing, catching, or swimming, they improve strength, coordination, and endurance. But don’t overlook the value of art or Lego camps either. Those activities are fantastic for practicing fine motor control and hand-eye coordination. 

In many ways, summer camps are like therapy in disguise. They give your child a chance to work on key developmental goals while having fun in a new and exciting environment.

5. A little respite care for you.

Summer camp isn’t just great for your child—it can also offer you a much-needed break. Depending on the type of program, you may get a few hours (or even a full day) to yourself while your child is engaged and supported.

If you’re unsure whether your child can attend independently, ask about options for an aide or extra support staff to help them succeed. Even if it’s a shorter program like swim lessons or horseback riding, use that time to pause. Connect with other parents, bring a book (not your phone!), or pop on some noise-cancelling headphones and enjoy the peace and quiet—you deserve it. 

Summer skills to carry into the school year. 

As summer winds down, take a moment to reflect on your child’s experience. Did they discover a new interest? Make a friend? Build a skill? If yes, celebrate that win! Those experiences, even if small, can lay the foundation for future hobbies, social connections, or therapeutic goals. You might even find opportunities to carry their momentum forward into the school year with a new extracurricular activity or sport. 

And if you noticed areas where your child struggled—maybe with communication, motor skills, or peer interactions—that’s helpful insight too. It could be the perfect time to explore additional support like occupational therapy, speech therapy, or ABA. At BrightPath, we’re here to help guide you through those next steps.  

What are your ideas and questions?

We’d love to hear from you! Share your ideas, questions, and feedback in the comments below. Your input helps us continue providing helpful and insightful content about autism and ABA therapy.

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Interested in a positive, play-based approach to ABA? 

Connect with BrightPath Behavior today! Our friendly team is here to answer your questions and support your journey.

 

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.