Managing Sensory Overload During Fall Activities

August 14, 2025/in Autism, Holidays/by BrightPath Behavior

Supporting Your Child with Autism Through an Enjoyable and Sensory-Friendly Season

As the leaves change color and pumpkin-scented everything fills the air, fall brings a world of exciting opportunities for family bonding. From pumpkin patches to Halloween festivities, the season is rich with sensory experiences.

However, for children with autism, these activities can sometimes lead to sensory overload—a state where the brain is overwhelmed by too much sensory input, causing discomfort, distress, or challenging behaviors.

The good news is that there are many ways to prepare and help so your child can enjoy pumpkin patches, hayrides, Halloween parties, and more.

Understanding Sensory Overload

Children with autism often experience the world differently. They may be hypersensitive (very sensitive) or hyposensitive (less sensitive) to sights, sounds, touches, tastes, or smells. For example, a costume’s scratchy fabric or a sudden loud doorbell can feel painful or frightening, while bright strobe lights or unexpected noises at a Halloween party can lead to anxiety or a meltdown.

Even fun activities like carving pumpkins or attending a block party can be stressful if they don’t know what to expect. It helps to remember that sensory overload is a physiological response. Your child’s brain is simply trying to process a lot of new information at once. By preparing ahead, we can ease that burden.

Families should know they’re not alone. Research indicates that most children on the autism spectrum exhibit sensory processing differences. In practice, this means what feels exciting to one child (e.g., flashy lights or loud music) can feel overwhelming to another. Recognizing these challenges is the first step to a great Halloween: we can adjust the environment and build skills so the day is fun and not frightening.

Know Your Child’s Sensory Profile

Every child is different. Some may seek out sensory input (like jumping in leaves), while others may avoid it (like being startled by loud Halloween decorations). Use what you know about your child’s preferences to plan accordingly. A Functional Behavior Assessment (FBA) approach can help you identify what triggers your child and what they find soothing.

Tip: Make a list of what your child enjoys vs. what they avoid (e.g., loud noises, strong smells, crowded places) and use it to guide your activity choices.

Use Visual Supports and Social Stories

Preparing your child for upcoming activities can reduce anxiety and increase predictability. Visual schedules and social stories are antecedent interventions that can help children understand what to expect in their daily lives. Children with autism are often visual learners, so using pictures and schedules can help make sense of an event.

For example, you might create a visual schedule or a “first-then” board before a fall outing, such as pictures showing “First we will look for pumpkins, then we’ll have a snack” or a simple picture of the pumpkin patch with a checkmark. Such charts remind the child what to expect and in what order.

Tip: Before visiting a pumpkin patch, use a simple social story with pictures to explain what they will see, hear, and do.

Teach Coping Skills and Safe Breaks

Help your child learn how to ask for a break or use calming strategies when overwhelmed. Teaching them self-advocacy skills helps promote self-regulation and reduces the likelihood of meltdowns.

Tip: Use ABA techniques, such as functional communication training (FCT), to teach your child to request breaks using words, signs, or pictures (e.g., “I need quiet,” “All done”).

Practice Activities in Low-Stress Settings

If your child struggles with transitions or unpredictable environments, try practicing the activity in a quiet setting first.

Tip: Visit the pumpkin patch on a weekday morning when it’s less crowded, or create a mini “fall fest” in your backyard with sensory-friendly activities.

Reinforce Positive Participation

Use positive reinforcement to encourage participation and reduce challenging behaviors. Catch your child being successful—even in small steps.

Tip: Say, “Great job using your words when you wanted a break!” and offer a preferred reward, such as extra time on a favorite activity or a small treat.

Modify Activities to Reduce Sensory Overload

Don’t feel pressured to do fall “the traditional way.” Modify experiences so your child can participate at their comfort level.

Ideas:

Use noise-canceling headphones during parades or festivals.
Bring familiar comfort items, like a favorite toy or blanket.
Dress in a costume that is comfortable for Halloween.
Celebrate holidays at home with close family before trying large gatherings.

Final Thoughts

Fall should be fun, not overwhelming. By using ABA strategies to plan ahead, modify the environment, and teach coping skills, you can create a safe, inclusive, and enjoyable season for your child. Remember: success doesn’t mean doing everything. It means doing what works best for your family.

Happy Fall from BrightPath Behavior!

Litzy Vivas graduated from Texas State University in 2022 with her Bachelor of Science in Health Sciences. She is pursuing a Master of Science in Applied Behavior Analysis at Purdue University, working toward becoming a BCBA. Beginning her ABA journey in 2023 in San Antonio, she was later given the opportunity to support her community through BrightPath Behavior in 2024. She chose the field of ABA because she’s passionate about helping children reach their full potential. Litzy believes each child’s progress reflects the dedication and hard work of both the child and the family. She loves being a part of that support system and witnessing the life-changing impact of ABA therapy. A fun fact about her is that she has two cats, Frankie and Ivy.

3 Steps to Get Ready for Back-to-School

July 27, 2025/in Autism, Parenting/by BrightPath Behavior

Top Tips for Starting the School Year with Confidence

A couple of years ago, I planned a family vacation the week before school started. Worst idea ever. Once the trip was over, I had just a couple of days to prepare my child, his teachers, and myself. Even after the school bus rolled away on the first day, I had an awful feeling I had forgotten something important.

If you’re feeling like you’re not ready, you’re not alone. Sending your autistic or non-verbal child to school can feel overwhelming. You might be asking:

Is my child ready for school?
How can I make sure their teacher understands their needs?
What if they have a major meltdown?

These are real concerns. And while there’s no way to guarantee it will go perfectly, there is a way to feel more prepared. If you want your child to grow in independence and confidence this year, the best thing you can do is help set them and their new teachers up with the right tools. Here are three key areas to focus on.

1. Start talking about school and setting expectations early.

Transitions tend to go more smoothly when you talk about them in advance. Casually begin talking about school while it’s still summer. Let your child know that school is coming soon, and explain what they’ll do there, who they’ll spend time with, and why school is important.

Even if your child is non-speaking, opening the dialogue helps them prepare. Once you introduce the topic, look for natural opportunities to keep the conversation going. Pay attention to their reactions and encourage them to ask questions and express concerns.

Make Back-to-School Prep Fun

Take your child shopping for school supplies, clothes, a backpack, and a lunchbox. Let them choose items they love, whether it’s a unicorn backpack or a superhero-themed lunchbox. Having items they’re excited about can make school feel more exciting.

Adjust Bedtime Gradually

Begin shifting your child’s bedtime earlier as the first day of school approaches. Explain that waking up on time will help them feel ready for the day. If you have a child who loves to sleep in, gradually start waking them closer to the time they’ll need to get up for school.

Outline the Bedtime and Morning Routine

Create a visual schedule for both bedtime and morning routines. Step-by-step visuals provide clear, predictable expectations. Knowing what’s next can help your child feel safe and more in control.

2. Take your child for a school visit.

Visiting the school before the first day can help ease anxiety and make the environment feel more familiar. Most schools offer an open house where children can meet their teacher, see the classroom, and walk through their daily schedule, especially if they transition between multiple rooms.

Encourage your child to ask questions during the visit. If your child has more significant communication needs, you can advocate on their behalf. Be sure to ask the teacher or staff about:

Drop-off and pick-up routines. Transitions can be challenging, so knowing what to expect is helpful.
Preferred communication methods. Make a note of how to stay in touch with your child’s teacher, both in case of an issue and when something positive happens.

After touring your child’s school, create a checklist of any items you still need, such as school supplies, transition strategies, or additional information from the school. Planning can ease the whole family into the school year with more confidence.

3. Prepare your child’s teacher.

Just like your child needs to feel ready, their teacher needs to be equipped, too. An excellent tool for that? A simple, one-page “About Me” sheet.

An “About Me” sheet is a quick-reference guide that helps the teacher understand your child’s needs from the very beginning. You can make it as pretty or as plain as you want. I’ve typed up a simple Word doc with my child’s picture at the top, and it’s worked just fine. However, if you want to be more creative, templates like this one or this one can be found all over the internet. Just make sure to include the key details that will support your child’s safety, learning, and emotional well-being.

What to Include on Your About Me Page

Things I Struggle With

Use this section of your one-pager to include things your child dislikes, finds frustrating, or needs a little extra help with. You can categorize the information in whatever way is more useful to the teacher. Below are some examples.

Safety Concerns: Does your child mouth small objects, fall easily, wander, or act impulsively?

Diet: Are there allergies, texture sensitivities, or difficulty swallowing?

Pain Response: Does your child have a high pain threshold? List signs that might indicate they’re hurting.

Things That Help Me

In this section, include what your child enjoys and the tools or supports they rely on to function well. If you’re unsure where to start, think about what helps your child calm down or stay regulated.

Medical or Assistive Technology Devices: List any AAC devices or medical equipment like G-tubes or wheelchairs.

Sensory needs: Is your child sensory seeking or avoidant? What helps them regulate i.e., noise-canceling headphones, fidget tools, movement?

Learning Style: How does your child learn best? Visual, auditory, hands-on? Do they need movement breaks?

Emergency Protocol: Note any medical conditions that require medication, a care plan, or special instructions. Also include who to contact in case of emergency.

Motivated By

This section is especially helpful for teachers. List what motivates your child to participate and engage. It could be access to videos, time with a favorite toy, or praise. The move motivating options you include, the more effective this will be.

Favorite Toys or Interests: What motivates or comforts your child? If a specific person or item helps, consider including a photo. Think creatively about ways encourage your child throughout the school day.

BIP, AAC, or IEP: If your child has a Behavior Intervention Plan (BIP), uses an AAC device, or has IEP goals requiring support from day one, check with the school to confirm that staff have reviewed and understand those tools. It’s okay to ask what training they’ve received.

You can also include a smiling photo of your child on your one-pager to help the teacher put a face to the name and see your child as the whole person they are, not just a diagnosis or list of needs.

Confidence Starts with Preparation

The new school year and the rush of routine that comes with it will be here before you know it. Whether you’re counting down the days or wanting to linger in summer a little longer, now is the time to begin preparing.

There’s a lot to think about as your child heads back to school. You won’t remember everything, and that’s okay. The more you can prepare in advance, the better the transition will be. Since a back-to-school plan is unique to each child, consider reaching out to your child’s ABA clinician. They may have suggestions tailored to your child’s specific behaviors or goals, as well as ways to help prepare both your child and their new teacher.

And also, if you haven’t already, consider skipping that August vacation. Giving yourself and your child time to ease into the new school schedule can make a big difference. With a little bit of planning (and some flexibility for whatever may arise), it’s going to be great.

What are your questions about heading back to school?

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

If you found this post helpful, please consider liking, sharing, and following 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.

Family Bonding

July 14, 2025/in Autism, Parenting/by BrightPath Behavior

Activities to Strengthen the Relationship with Your Autistic Child

As a parent of a child with autism, you may sometimes feel that building a strong family connection comes with unique challenges. But here’s the good news: meaningful bonding is possible—and it doesn’t require anything fancy or complicated. With a bit of intention and flexibility, you can create powerful, joyful moments that bring your family closer together.

In this blog post, we’ll share simple, practical family bonding activities rooted in the principles of Applied Behavior Analysis (ABA) and developmental understanding, tailored to support families of children on the autism spectrum.

Why Family Bonding Matters

For children with autism, strong family relationships are more than just comforting—they’re essential for social, emotional, and communication development. Positive interactions with parents and siblings:

Build trust and safety
Increase opportunities for communication
Support learning through modeling
Improve behavior through natural reinforcement

ABA teaches us that consistent, meaningful reinforcement helps strengthen desired behaviors. When bonding activities are fun and engaging, they reinforce connection, which in turn builds a foundation for lasting relationships.

5 Simple Family Bonding Activities

Structured Game Nights

Board games or turn-taking games like “Simon Says” or “Red Light, Green Light” are excellent for practicing social skills, waiting, and shared attention.

ABA Tip: Use a visual schedule or token board to help your child anticipate steps and earn a preferred item after successful participation.

Cooking or Baking Together

Making a simple recipe—like cookies or homemade pizza—lets your child follow steps, work together, and experience sensory-rich play in a fun way.

ABA Tip: Use task analysis to break down steps and reinforce each one. Celebrate small successes (“Great job cracking the egg!”).

Sensory Play as a Family

Water play, kinetic sand, or making slime can be calming and fun. Joining in as a parent or sibling shows your child that shared interests matter.

ABA Tip: Narrate actions to model language (“You’re pouring water! I’m pouring water too!”) and offer praise for engagement.

Daily Walks or Outdoor Adventures

Nature walks or simple backyard scavenger hunts encourage movement, curiosity, and shared discovery.

ABA Tip: Label items (“That’s a bird! Can you find a leaf?”) and reinforce spontaneous communication attempts with enthusiasm and attention.

Story Time with Interaction

Reading together—whether it’s a book before bed or a social story—is a quiet way to bond and build communication skills.

ABA Tip: Ask open-ended questions, pause for your child to comment, or let them choose the book to increase autonomy and engagement.

Understanding Challenging Behaviors in Context

When a child is struggling, it’s not because they want to make life more complicated—it’s because they’re trying to get a need met in the only way they know how. These bonding activities:

Give them safe, positive outlets
Teach coping and communication skills
Increase the moment where appropriate behavior is reinforced

From an ABA perspective, every time you respond calmly, reinforce a skill, or provide a predictable structure, you’re helping to reduce the need for challenging behaviors.

What If My Child Doesn’t Seem Interested?

It’s okay! Many children with autism may not show immediate excitement or engagement, but that doesn’t mean bonding isn’t happening. Start small, follow their lead, and stay consistent—even a few moments of shared attention count. Over time, your child will begin to associate family time with safety, connection, and fun.

Tips for Success

Keep activities short and sweet—5–10 minutes is enough to start.
Follow your child’s lead. If they love cars or music, build activities around those interests.
Use behavior strategies (like token boards or first/then visuals) to help transitions go smoothly.
Celebrate progress, not perfection!

Final Thoughts

Family bonding doesn’t need to be perfect. The most important part is just showing up with love, patience, and a willingness to connect. With the proper support and activities, your home can be a place where your child feels understood and included.

Want more ideas or personalized tips? Reach out to your child’s ABA provider or behavior analyst. They can help adapt activities to fit your family’s needs—and celebrate your wins along the way.

Gentle Reminder: You’re doing great. Keep showing up—the connection you’re building matters more than you know.

Litzy Vivas graduated from Texas State University in 2022 with her Bachelor of Science in Health Sciences. She is pursuing a Master of Science in Applied Behavior Analysis at Purdue University, working toward becoming a BCBA. Beginning her ABA journey in 2023 in San Antonio, she was later given the opportunity to support her community through BrightPath Behavior in 2024. She chose the field of ABA because she’s passionate about helping children reach their full potential. Litzy believes each child’s progress reflects the dedication and hard work of both the child and the family. She loves being a part of that support system and witnessing the life-changing impact of ABA therapy. A fun fact about her is that she has two cats, Frankie and Ivy.

Understanding Stimming: What It Means and How to Support

May 14, 2025/in Autism, Behavior Management/by BrightPath Behavior

If you’ve ever seen someone repeatedly flap their hands, rock back and forth, or hum to themselves, you may have witnessed stimming. While these behaviors can seem unusual at first, they’re often a natural and essential part of life for many individuals with autism.

In this post, we’ll explore what stimming is, why it matters, and how we can support and understand those who use it.

What is Stimming?

Stimming, short for “self-stimulatory behavior,” refers to repetitive movements, sounds, or actions. It can include things like:

Hand-flapping
Rocking back and forth
Spinning objects
Tapping fingers
Repeating words or phrases (echolalia)
Humming or making other vocal sounds

Who Stims?

Everyone engages in some form of stimming. Think about tapping your foot when nervous, twirling your hair while thinking, or biting your nails when anxious. For neurotypical individuals, these actions might go unnoticed. But for individuals with autism and others with neurodevelopmental conditions (such as ADHD or sensory processing disorder), stimming can be more frequent and noticeable, and deeply important.

Why Is Stimming Important?

For many neurodivergent people, stimming is a vital self-soothing tool. Suppressing it can lead to increased stress, meltdowns, or burnout. Trying to eliminate stimming—often referred to as “masking”—can be emotionally hurtful.

It’s crucial to recognize that stimming, unless it causes bodily harm, does not need to be “fixed.”

Why Do People with Autism Stim?

Stimming serves many purposes. It can help:

Sensory Regulation: People with sensory processing differences may under- or over-react to environmental stimuli (lights, sounds, textures). Stimming provides predictable sensory feedback, helping to balance their internal state.
Emotional Expression and Release: Frustration, anxiety, excitement, and joy can all be overwhelming. Stimming allows a physical outlet for these strong emotions when other forms of expression feel too challenging.
Communication: For individuals who struggle with verbal language, stims can signal their current state: for instance, flapping hands may express excitement, while rocking might indicate anxiety.
Self-soothing and Focus: Similar to how some people chew gum or tap a foot unconsciously, stimming can help maintain concentration, especially during tasks that feel unstimulating or overly demanding.

It’s essential to recognize that stimming is not a behavior to be “fixed.” Instead, it’s a form of coping, expression, and self-regulation.

When Is Stimming a Concern?

Stimming is generally harmless. However, there are cases where it might require intervention:

Self-injurious behaviors: Such as head-banging or biting, which can lead to injury.
Interference with learning or daily activities: When it prevents someone from engaging in essential tasks.

Even then, the goal isn’t to eliminate stimming but to understand the why behind it and offer safer or more appropriate alternatives.

How to Support Someone Who Stims

Don’t Judge or Shame. Avoid calling stimming “weird” or “wrong.” Respect it as part of someone’s way of existing in the world.

Ask Before Intervening. Unless the behavior is harmful, there’s usually no need to intervene. If you’re unsure whether a stim is disruptive, ask respectfully.

Learn Their Triggers. Understanding what causes stress or overstimulation can help reduce the need for distress-based stimming.

Provide Sensory Tools. Fidget toys, noise-canceling headphones, textured fabrics, or weighted blankets can all help support self-regulation.

Be an Advocate. If you’re a parent, friend, or coworker, help others understand stimming, too. Normalize it. Inclusion starts with education.

Support, don’t suppress. Embrace, don’t erase!

Litzy Vivas graduated from Texas State University in 2022 with her Bachelor of Science in Health Sciences. She is pursuing a Master of Science in Applied Behavior Analysis at Purdue University, working toward becoming a BCBA. Beginning her ABA journey in 2023 in San Antonio, she was later given the opportunity to support her community through BrightPath Behavior in 2024. She chose the field of ABA because she’s passionate about helping children reach their full potential. Litzy believes each child’s progress reflects the dedication and hard work of both the child and the family. She loves being a part of that support system and witnessing the life-changing impact of ABA therapy. A fun fact about her is that she has two cats, Frankie and Ivy.

7 Truths for Every Autism Parent

April 28, 2025/in Autism, Parenting/by BrightPath Behavior

Reframing your perspective throughout the autism journey.

The path of raising a child with autism is full of twists and turns. It can be fascinating, frustrating, heartwarming, and exhausting all at once. One thing that it never is? Boring.

In my ten-plus years of raising a child with significant disabilities, including autism, a few truths have consistently guided me. Some may sound familiar or even overused, but they’ve been signposts helping me stay grounded, hopeful, and focused on a brighter future.

If you’re just starting out on this journey, or even if you need a reminder, I hope these phrases offer you the same reassurance, encouragement, and perspective they’ve given me.

1. Your child is on a unique path. So are you.

While your child develops at their own pace, you also grow and evolve as a parent. It’s natural to respond to delays with multiple therapies and medical interventions. Those can be incredibly helpful, but along the way, you’ll discover you can’t force your child to become someone they’re not. Extend the same grace and acceptance to yourself that you give to others. Your parenting path may look different than expected, but it can still be meaningful and beautiful.

2. Different is not bad. It’s just different.

An autism diagnosis can feel like a door closing, but it’s really a different door opening. Over time, you’ll begin to see how raising a neurodivergent child brings new joys, strengths, and dreams you never imagined. Life might not go according to your original plan, but a new and equally beautiful vision will emerge.

3. You become an expert in your child.

Suddenly, you find yourself on a crash course in understanding your child and their autism diagnosis. You’ll quickly develop a keen understanding of your child’s unique cues, needs, and challenges. You’ll learn about therapies, sensory tools, and school supports. You’ll advocate for services, educate professionals, and anticipate your child’s needs like no one else can. Your insights will become one of their most powerful resources.

4. Trust your gut.

When you’re new to this journey, it’s easy to second-guess yourself. (Honestly, it’s easy to second-guess yourself when you’ve been doing it for a long time.) But your instincts are powerful. If something feels off or unusual—or if you’re drawn to try something unconventional—listen to that inner voice. You know your child better than anyone. Listen to your heart, and let it lead you in the direction that will best serve your child and your family.

5. There are more resources than ever. Use them.

Today, there are more tools, therapies, and support available for children on the spectrum than ever before—from high-tech communication devices to sensory diets, specialized education programs, and evidence-based therapies like ABA. Many communities offer innovative resources—like all-abilities playgrounds and AAC time at the library—to support your child’s development. Don’t be afraid to ask for help or explore what’s available.

6. You’ll meet the most incredible people.

Some friendships may fade-—but new, lasting ones will emerge. You’ll build a team of therapists, teachers, respite babysitters, and fellow special needs parents who truly “get it.” These relationships can become some of the most meaningful connections of your life, all because of the unique journey you and your child are on.

7. Setbacks don’t define you or your child.

Progress isn’t always linear. There may be regressions or unexpected challenges—whether due to health, stress, or growth in other areas. Sometimes, when your child learns a new skill, you’ll see regression in an area you thought they had mastered. Or a surgery or medical procedure will require them to rehabilitate. But you’ll bounce back. Sometimes, the comeback isn’t in hitting a specific milestone, but in the strength, perspective, and resilience you gain along the way. You and your child are capable of incredible things.

It’s not about the destination but the journey.

As with many things in life, raising a child with autism isn’t just about where you and your child end up as much as it is about who you become along the way. Yes, therapy and early intervention matter. But so does being present. So does noticing little wins, the unexpected laughs, and the quiet moments of connection. This journey is about growing together, learning together, and finding joy—even in the most ordinary and challenging days.

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.

If you found this post helpful, please like, share, and follow us.

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.

Understanding AAC for Kids with Autism

March 28, 2025/in Autism, Parenting/by BrightPath Behavior

The Journey to Becoming a Successful AAC User

Choosing the right AAC (Augmentative and Alternative Communication) for your non-speaking child can feel overwhelming. At least, that’s how it felt for me. I wanted to make the right choice right off the bat—one that would help my son communicate without adding to his frustration. I needed something that would grow with him, giving him a reliable way to express himself. And, like many parents, I worried: Would using an AAC or SGD (Speech Generating Device) somehow take away his ability to speak? (Spoiler Alert: It doesn’t.)

Now, several years into our AAC journey, I see how much progress my son made. In the beginning, he lacked the fine motor skills to use sign language or even press a button on a Big Mac device. But today, we are constantly expanding his vocabulary, adding new words and phrases to his SGD so he can communicate more fully.

I wish I had known at the start that this journey isn’t linear—it twists and turns, and that’s okay. Finding the right AAC device takes time, and the best option for your child may evolve as they grow. Here are some things to help guide you along the way.

What is AAC?

AAC stands for Augmentative and Alternative Communication. It includes various forms of communication primarily used by non-speaking individuals, though people with autism who can speak may also find it helpful. Here’s a breakdown of the different types:

No-tech AAC –

Sign-language, Picture Exchange Communication System (also known as PECS), and other image-based forms of communication such as a first-then board.

Low-tech AAC –

Simple devices include a Big Mac Button, which plays a pre-recorded word or phrase when pressed, and standalone communication devices with a limited number of buttons, such as a GoTalk, which typically features a six or eight-square grid.

High-tech AAC –

Speech generating devices (SGDs), often in the form of specialized software or apps installed on an iPad or tablet, allow for more advanced and customizable communication.

Trialing different types of AAC.

When exploring different forms of AAC for your child, it’s essential to honor total communication—this means recognizing and responding to all forms of communication your child uses, whether it’s sign language, vocalizations, gestures, or their SGD. The goal isn’t to force a specific AAC method but to encourage communication in whatever way works best for your child at any given moment. For example, their SGD may not be immediately available, but sign language is always an accessible tool.

To determine the best AAC option, consult a Speech Language Pathologist (SLP) through a hospital system or private therapy group or reach out to an Assistive Technology (AT) Specialist, often available through your local school district. Let them know you’re interested in exploring different AAC methods to find the best fit for your child.

A possible AAC journey could look like this:

Sign language—Start by teaching your baby sign language. Sign language can support language development in all children, not just those with autism.

Picture Exchange Communication System (PECS)—You don’t need to have a full PECS system set up to begin, though it is a well-thought-through tool for foundational communication. Start using Boardmaker symbols or household pictures to help your child associate different images with words.

Big Mac Button or GoTalk—These devices allow a child to press a button to play a recorded word. While limited to one-word messages, they help establish cause-and-effect learning and introduce the concept of a device for communication.

Eye Gaze Technology—Consider trialing an eye gaze device if your child has a severe physical disability or visual impairment. However, many children find this system heavy, glitchy, and impractical for everyday use.

Speech Generating Device (SGD)—Test various AAC programs on an iPad or other dedicated device. Popular programs include TDSnap, Proloquo2Go, and LAMP Words for Life. Each program has unique visual layouts and motor pathways. Some are built on semantic compaction, similar to how we learn spoken language, while others are organized by word categories. If you’re working closely with an SLP or AT Specialist, they can help guide you in the right direction for your child’s needs.

Above all, pay attention to what your child naturally gravitates toward. Be intentional when exposing your child to different types of AAC, and pay attention to their cues. Many children show us what works best for them, but it may take time.

Where to start with AAC for Kids with Autism? AAC for Early Intervention

Start with Core Words. Core words make up approximately 80% of the words we use daily. The other 20% are considered fringe words, which are very specific to the user. Many SGDs are set up with between 40 and 60 core words on the homepage, depending on the grid size appropriate for the user’s needs. Whether your child begins using pre-determined core words on a high-tech device or not, they will begin to pick up on core words in their natural environment.

When your child is young, the type of AAC you use matters less than simply beginning to build functional communication skills. Using picture cards for labeling, which are often used in ABA therapy, can be a great introduction to AAC. Repetition is key. Your child should see the same pictures and words consistently, regardless of whether it’s PECS or a different AAC program. The more exposure they have, the more familiar and comfortable they’ll become with using AAC to communicate.

How to choose the right type of AAC for your child with autism.

Selecting the right AAC for your child comes with a lot of trial and error. Consider their developmental age, interests, and communication needs, and expose them to AAC options that fit where they are in their journey.

When we started the AAC journey, no-tech options were our first step. Sign language naturally became part of our daily routine, and we still use it occasionally—especially when my son’s SGD isn’t nearby or when we need to communicate quickly. Another early step was posting Boardmaker pictures around the house for him to help him recognize words and their meanings through visuals.

Our first low-tech AAC experience was with Big Mac Buttons. While they were helpful for teaching cause and effect, they weren’t ideal for functionally expressing needs. However, we set up a Big Mac Button by the back door that said, “I want to go outside,” which my son used when he wanted to go on the trampoline. He pressed it all the time. Be forewarned.

It wasn’t until a couple of years into elementary school that we started trialing high-tech types of AAC. Our AT Specialist introduced us to different devices and programs, allowing us to take them home and see which worked best for our son.

Choosing an AAC system is a very personal decision—not just for your child but for your entire family. A big part of AAC success is modeling usage. As a parent or sibling, you help normalize it by using AAC in your home. Learning to communicate with AAC is like learning a new language and everyone learns together. This collective effort makes it easier for your child to integrate AAC into their daily life over time.

Things to consider when selecting an AAC for your child.

Here are some additional key factors to keep in mind:

Physical, Hearing, or Visual Impairments– If your child has an additional disability, select an AAC system that accommodates their needs. For example:
- An eye-gaze device may be best for children with limited motor control, such as those with cerebral palsy.
- Sign language may be more accessible for deaf or hard-of-hearing children.
- High-contrast images and large buttons can be beneficial for the visually impaired.
Fine-Motor Abilities – If your child struggles with fine motor skills and dexterity, consider adding a keyguard to their SGD to help them select the buttons more accurately.
Process and Response Time – Give your child enough time to respond to questions and find the words they want to say. Avoid the temptation to speak for them. Patience encourages independent communication.
Gradual Changes – Whether you’re trialing different AAC systems or introducing a new device, make changes slowly and don’t give up too quickly. Children need time to adapt to new communication tools.
Consistency – Use consistent language for common tasks, questions, and requests to help your child become familiar with their AAC system.
Data Collection – Test different forms of AAC and track data on how your child engages with them. This is where ABA can prove to be especially helpful. Therapists can monitor different AAC types and help assess which one(s) best supports your child’s communication.

Best Communication Device for Autism.

You may have heard the phrase, “If you’ve met a child with autism, you’ve met one child with autism.” Every child is unique, and that applies to AAC as well.

The best communication device for a child with autism is the one that works best for them. There is no one-size-fits-all solution. Each child will have different communication needs, preferences, and abilities.

Ultimately, the goal is to find the AAC system that supports your child’s ability to communicate effectively in daily life and grows with them over time.

Ways to incorporate AAC into ABA sessions.

In the study of ABA, we’ve discovered that all behavior, whether desired or unwanted, is a form of communication. We want our kids with autism to be able to express themselves more fully, not only to reduce frustration but also to build meaningful relationships based on understanding who they are and what they’re thinking.

It’s important to include your child’s ABA therapist in their AAC journey. Using AAC across multiple environments—home, school, and therapy—helps reinforce their communication skills and increases their confidence in using their device. Since successful AAC use often requires extensive practice, your child’s BCBA should integrate it into their sessions.

Here are some ways AAC can be incorporated into ABA sessions:

Using the ACC device to help your child name objects, people, or actions appropriately.
Practice greetings, requesting attention, or participating either one-on-one or in structured group activities using the AAC.
Encouraging communication by offering a preferred toy or activity as a reinforcer when your child successfully uses their AAC device.

Collaboration between your child’s BCBA, speech therapist, and school AT specialist can further support their progress and help ensure that AAC becomes a natural and effective part of their daily lives.

AAC: The next best thing to speaking.

One of our greatest hopes as parents is for our children to speak. We dream of teaching them their first words as toddlers and having deep, meaningful conversations with them as they grow. But for some families, this isn’t the reality, and that’s okay. There is beauty in finding new ways to connect and communicate.

In today’s technologically-advanced world, we have more opportunities than ever to use AAC to understand what’s going on in our non-speaking child’s mind.

If you are like me, you may worry that giving your child access to AAC would prevent them from vocalizing words or speaking in sentences. This simply isn’t the case. For many kids, AAC becomes a stepping stone in their developmental journey. Some, like my son, eventually begin speaking minimally, while others go on to form fully comprehensive sentences.

Don’t be afraid to dive into the world of AAC. It can feel overwhelming at first, but it can also be incredibly exciting. There is nothing more delightful than discovering what your child has been wanting to say all along.

What are your ideas and questions about AAC?

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.

If you found this post helpful, please like, share, and follow us.

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.

Bedtime Routines for Kids with Autism

February 21, 2025/in Autism, Parenting/by BrightPath Behavior

Parent Perspective: How to Get Your Autistic Child to Sleep Without Losing Your Mind

Shortly after my son was diagnosed with autism, I met a nurse whose own son was on the spectrum. As we talked, she shared stories of sleepless nights, her son running through the house at all hours, and the exhaustion that came with it. I remember feeling a pit in my stomach—was this what my future looked like? After all, she was a nurse and still hadn’t quite figured it out. Would bedtime always be a battle? Would I ever sleep well again?

If you’re a parent of a child with autism, you might be asking yourself the same questions. Bedtime can feel overwhelming, especially when you’re running on fumes and just need a good night’s sleep. And while it may never be perfect, it can get better. With a mindset shift and a few adjustments, bedtime can become less of a fight and more of a calming ritual for both you and your child. Here are some ideas on how to make it work for you.

Bedtime begins with mindset.

If you’ve been struggling with putting your child to sleep and it hasn’t been going well, it’s understandable you don’t have many positive emotions around bedtime. Putting your child to bed can feel like a fight, and it’s not just kids with autism, by the way. Most children resist going to bed, even when they’re exhausted, and most parents have little energy left at the end of the day. It’s often a recipe for frustration and power struggles.

If this sounds familiar, consider shifting your mindset. Instead of dreading the bedtime routine, try reframing it as an intentional time of connection and bonding. This small mental change in thinking can make a big difference in how the evening unfolds.

My son and I almost always end up in some form of conflict when I over-excitedly announce it’s time for bed! Though he is non-speaking, he has plenty of ways to tell me he’s not ready—ignoring me, sprawling out on the family room floor, refusing to move, or tossing aside the bedtime stories I suggest.

So, I changed my approach. Instead of insisting, I join him in whatever play he engages in. If he’s stimming, I’ll cuddle beside him while he shakes a toy and begin asking him questions. Eventually, he responds, and I try to turn that into a shared experience—maybe singing, tickling, or transitioning into a bedtime book. When he feels seen and connected, bedtime becomes an easier sell.

When the process is enjoyable and soothing for both of you, it naturally goes better. And when it gets hard (because it might), don’t give up. Consistency is an essential part of raising an autistic child.

Start with the end in mind.

When planning your autistic child’s bedtime routine, it helps to begin with the goal in mind. What time do you want your child to be in bed—not necessarily asleep, but settled and comfortable? Once you have that ideal time, work backward and start the bedtime routine about 30 minutes before.

Start this 30 minutes before bedtime.

Research has taught us a lot about sleep hygiene—what helps and what hinders a good night’s rest. Here are some key sleep tips to keep in mind as you begin winding down for the night:

Turn off electronic devices to reduce exposure to blue light, which can interfere with sleep. AAC devices should be an exception, as they help create a structured bedtime routine.

Give your child a small snack or glass of milk. Having something light in their stomach may help them feel more sleepy. Milk especially has an amino acid that the body uses to produce serotonin and melatonin, helping your child feel more sleepy.

Take a bath and/or use aromatherapy for a calming sensation before sleep. Give your child a warm bath with lavender-scented soap, or use essential oils. Note: Some kids (mine!) are highly stimulated by water, so bathing before bed might have the opposite effect.

Create a visual schedule.

Use a visual schedule to provide a clear, consistent bedtime pattern. A simple chart on the wall can be a helpful reminder for you and your child.

Here’s an example of bedtime steps that might work well for a young child with autism:

Bath
Brush teeth
Pajamas
Cuddles
Storytime
Sound machine
Soothing lights

A structured and predictable routine may help your child feel more secure at bedtime, making the experience smoother and more peaceful for both of you.

Sleep strategies for autism and sleep problems that may help.

Every child is different, but here are a few things that may help build healthy sleep patterns:

Ending the day with cuddles.

My son and I both look forward to snuggles at the end of the day. Sometimes, he will even initiate this by coming over to me and leaning his body against mine at the end of the day. Cuddling often begins on the couch and continues after my child is in bed.

Reading a bedtime story.

We usually choose a bedtime book that isn’t too short or long—just something enjoyable to read together. If your child wants to hear the same book over and over again, that’s okay. It likely brings them comfort and predictability, even though it feels repetitive for you.

Creating a safe and cozy sleep space.

Because sleep and safety are both so important, we invested in the Abrams The Saftey Sleeper Bed, a specially designed tent for autistic children. This enclosed space helps my child feel secure and prevents him from wandering at night. He loves his tent, and bedtime is much easier for him because it feels like a safe, cozy haven.

Common bedtime challenges for kids with autism.

One thing I’ve noticed is that my son resists bedtime more when he isn’t tired. While consistency is important, it’s equally important to recognize your child’s natural sleep cues. Base your child’s bedtime on when they’re actually getting sleepy. There are age-based guides that can help determine the proper bedtime, but ultimately, your child’s cues are the best indicator.

During the day, make sure they get plenty of movement and at least 30 minutes to an hour of outdoor time. Exposure to natural light earlier in the day helps regulate their internal clock, signaling to their brain when it’s time for sleep.

Winning at bedtime with your autistic child.

Through years of trial and error, I’ve learned that my son is much more willing to comply with bedtime if he sees me calm, present, and engaged. My presence matters.

When I am in a hurry—just trying to check bedtime off my list so I can move on to chores or go to bed myself—it never goes smoothly. But everything flows better when I slow down, embrace the routine, and connect with him.

Kids are incredibly in tune with our emotions. When bedtime feels like a stressful obligation, they can pick up on that.

Bedtime with a child on the spectrum isn’t always easy, but with patience, consistency, and a shift in mindset, it can become more peaceful and meaningful. Find what works for your child, focus on connection, and give yourself grace on the tough nights. You are doing an amazing job.

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.

If you found this post helpful, please like, share, and follow us.

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.

Supporting Independence and Self-Help Skills in Children with Autism

December 16, 2024/in Autism/by BrightPath Behavior

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 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.

Promoting Social Skills in Autistic Children

November 15, 2024/in Autism/by BrightPath Behavior

Developing social skills is essential for all young children, but it can be especially challenging for children with autism spectrum disorder (ASD). These children often face difficulties communicating, understanding social cues, and forming connections with their peers. However, with the proper support and strategies, they can build meaningful relationships with others and develop social skills to help them navigate the world around them. This post explores effective ways to promote social skills in young children with autism and foster friendships.

1. Use Structured Play to Teach Social Interactions

Structured play is an effective way to teach children with autism about social interactions. This type of play allows children to practice communication and interactions with others in a predictable, controlled setting. For example, role-playing games can help them understand conversational turns, eye contact, and shared attention. Activities like building blocks, turn-taking games, and role-play involving everyday social situations, such as grocery shopping or playing house, can provide valuable practice for real-life interactions (National Research Council, 2001).

Parents and educators can also incorporate visual supports, such as picture schedules, to guide children through different steps of a play activity. Structured play offers predictability, which is often comforting for autistic children, and it enables adults to model appropriate social behaviors in a way that feels safe and manageable for the child.

2. Encourage Peer-Mediated Interventions

Peer-mediated intervention is a highly effective method for supporting social skill development in children with autism. This approach involves training typically developing peers to interact with autistic children, helping them learn social norms, friendship-building skills, and ways to respond to social cues. Research shows that peer-mediated interventions can increase the social engagement of children with autism and create opportunities for genuine friendships (Chan et al., 2009).

One way to implement this is by pairing autistic children with peers who are empathetic, patient, and willing to help them navigate social situations. Adults can guide these interactions, encouraging peers to use simple, straightforward language and prompting the children with autism to respond or initiate conversations. By observing and imitating their peers, autistic children better understand social expectations in a natural setting.

3. Teach Emotional Recognition and Regulation

Understanding emotions is a critical component of social interaction, but it can be challenging for children with autism. They may struggle to identify their own emotions or recognize the feelings of others, which can impact their ability to relate to peers. Teaching children how to identify and regulate emotions can help them develop empathy and improve their social skills.

Emotion-based interventions, like using flashcards with facial expressions, reading books about emotions, or using apps specifically designed to teach emotional recognition, can help children learn to recognize and label feelings. According to a study by Denham et al. (2012), teaching emotional recognition can improve social interactions by assisting children to understand the emotions of those around them, leading to more positive social experiences. Parents and educators can reinforce these lessons by acknowledging and labeling emotions during real-life situations, creating a more supportive environment for emotional growth.

4. Create a Safe and Inclusive Environment

Creating a supportive and inclusive environment is essential for helping children with autism develop social skills. When children feel safe and understood, they are more likely to engage in social interactions. One way to foster inclusivity is by educating peers about autism in a developmentally appropriate way, helping them understand that everyone has different ways of communicating and interacting.

Parents and Educators can also establish routines that promote a sense of predictability, making social interactions less intimidating for autistic children. Additional strategies include allowing for quiet breaks, providing visual cues, and maintaining a structured yet flexible routine, all of which can help children with autism feel more comfortable in social settings.

Final Thoughts

Promoting social skills in autistic children requires patience, consistency, and understanding. By using structured play, encouraging peer interactions, teaching emotional recognition, and creating a supportive environment, parents and educators can help children with autism build meaningful friendships and confidently navigate social situations. These early interventions can have a lasting impact, providing children with the social tools they need to thrive as they grow.

References

National Research Council. (2001). Educating children with autism. National Academy Press.
Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Peer-mediated interventions to promote play-based social interactions for children with autism spectrum disorder. Psychology in the Schools, 46(7), 627-639.
Denham, S. A., Bassett, H. H., & Wyatt, T. (2012). The socialization of emotional competence. Handbook of Socialization: Theory and Research, 590-613.

How to Talk to Your Child About Their Autism Diagnosis

October 28, 2024/in Autism, Parenting/by BrightPath Behavior

It is hard to know when and how to talk to your child about their autism diagnosis. It can feel overwhelming—for you and them—but it’s important to begin helping them understand who they are and how they interact with the world. Just as every child is unique, every child with autism is unique, and no one conversation will cover all the things they need to know.

Consider thinking through a few things before you sit down with your child. The most important thing is to frame the conversation in a positive, supportive, and empowering way. Hopefully, this blog post will guide you through when and how to approach the autism talk.

Understanding what autism looks like for your child.

Before you have a conversation with your child about their autism, it is essential for you to truly understand what it looks like for your child. Some of the common symptoms associated with autism may not be part of your child’s diagnosis, while others could be pervasive. You may want to process this with your partner or someone close to your family first.

A helpful exercise to prepare you for the conversation is to explain how having a child on the autism spectrum affects your child and family. The first step in this process is to identify your child’s strengths and challenges and be able to talk about them honestly with those closest to you.

Here are some things you can do in the preparation stage of the process:

Educate yourself on autism. Know how it presents in your child. List their specific needs, strengths, and areas of support. Use your informed understanding to help shape the conversation with your child.
Practice talking about autism with your partner or close friend. Just like with anything, the practice helps you be more confident and comfortable with what you want to say.

Finding the right time to talk to your child about their autism.

Whether it’s a planned conversation or it happens spontaneously, there’s no one right time to discuss your child’s autism. The timing will likely depend on your child’s development and ability to understand or their curiosity about their differences.

Many experts recommend discussing it with your child earlier rather than later. The idea behind these recommendations is to help your child build self-awareness over time. But again, there’s no predetermined age by which you should have this conversation. All children, even those with autism, mature differently. As their parent, you’ll know when it’s right for your family.

Here are some things to keep in mind about the timing:

Pay attention to their questions and cues. If they start asking, “Why am I different?” or “Why do I go to therapy?” you can use these cues to lead into the conversation.
Be prepared not only for the initial conversation but for ongoing conversations. As your child grows, their questions may change as their understanding changes. Be ready to reenter the discussion as they become more aware of who they are and struggle to understand it.

Use positive, empowering language that is also age-appropriate.

How you talk about your child’s autism sets the tone for your child’s self-perception. When you label autism as what your child has, be sure to emphasize that it is not who they are. It is only one part of them. Autism gives them unique strengths as well as areas where they struggle.

Explain to your child in an age-appropriate way.

When they are young, it can be as simple as “Having autism means your brain works differently from most people. It can make some things easier and some things harder.” This conversation will become more nuanced and specific to their challenges as your child ages. You may need to discuss in-depth things like why they go to therapy and ways to help them navigate school, friendships, and social situations.

Regardless of how old they are, keep these things at the forefront of your mind in all of your conversations:

Highlight their specific strengths over and over again.
Avoid telling them there are certain things they can’t do.
Read them books about what it’s like to have autism, such as Uniquely Wired by Julia Cook or I See Things Differently by Pat Thomas.
Show them characters like Julia from Sesame Street or Pablo.
Point them toward role models with autism in different fields like technology, art, or science as they get older.
Reassure them that they are loved and supported and that you will help them navigate hard things for them.
Explain Therapy: If they attend ABA therapy or other services, explain that these therapies help them develop skills to succeed in school, friendships, and daily life.
Teach Self-Advocacy: Encourage your child to share when something is hard for them and to understand that asking for help is a strength.

When children may not be able to understand their diagnosis.

It’s important to acknowledge that though many individuals with autism will be able to engage in a conversation about how their diagnosis affects their daily living, many will not. My son falls into this category. If that’s your child, too, I see you. It’s still crucial for us to understand on a deep level who our child is and how their strengths and weaknesses affect their life because, in many ways, we are their voice. We must be able to communicate these things on their behalf to their teachers, peers, and even strangers in the community.

Children who are more profoundly affected by autism are, in many ways, shielded from caring about the opinions of others and needing to conform to a society not built for them. As their parents, that load falls primarily on us. A big part of your job will be to find places of acceptance and accommodation so they can thrive.

If your child, like mine, isn’t able to engage in a conversation about their diagnosis, perhaps the conversations you may be having about autism and its effects are with siblings and close family members. How we love and nurture our children with autism requires lots of empathy, patience, and understanding for those who live with them day in and day out.

Continuing the conversation about autism.

Talking to your child about their autism diagnosis can feel daunting. However, you may feel better after you’ve had the initial conversation. With patience, love, and an invitation to keep talking, you will help them embrace who they are and grow into a confident, self-aware individual.

Remember, if it doesn’t go how you envisioned, everyone processes this differently. It may take time. It is just one conversation of many to come. Approaching this journey with empathy, encouragement, and an openness to understanding them will go a long way.

What questions do you have about talking to your child about autism?

We’d love to hear from you in the comments below. If you found this post helpful, please feel free to like, share, and follow us for more insightful content on autism and ABA therapy.

If a positive, play-based approach to ABA appeals to you, we invite you to reach out to BrightPath Behavior. The friendly team at BrightPath is always ready to help answer your questions.

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.