Tips from the Professionals

We asked and they delivered!

We are very happy to present a set of questions that were presented to both CDS and St.Amant regarding tips for transitioning to school and some guidance for those have just received an ASD diagnosis.

Question 1: What are the best tips you would give to: Newly diagnosed parents? Parents who have been on the Spectrum and receiving therapy for 1+ years? Newly diagnosed parents who received a diagnosis “late” (i.e. after the age of 3.5)? Parents with children who are about to turn 18?

St.A – Our best advice at any age is that parents are the best advocate for their child. Surround yourself with other parents with shared experience, seek programs that work for your family, don’t be afraid to lobby for what you need, and seek out information and resources.

CDS – Encourage parents to talk to the Autism Early Intervention Specialist and their Case Manager, gather information about their child’s diagnosis, and connect with other families if they can or feel like it would be beneficial. This would be the recommendation for any parent, regardless of when their child received their diagnosis and what services they have had up until that time.

What are your best tips for parents to help with transitioning into school?

St.A – Top Ten Recommendations

  1. Create an “All About Me” book, written from your child’s perspective, with the purpose of providing school staff with information about your child.
  2. Schedule some visits to the school so that your child has the opportunity to familiarize themselves with their teachers, the layout of the school, their classroom, their work space/cubby, etc.
  3. Get your child back on a regular routine as soon as you can (e.g., getting up and going to bed at the same time). Starting this a week before school is back in session will help ease them back into their schedule.
  4. During the first couple of weeks of school, pack foods that you know your child likes. Too many changes during the first weeks may be too overwhelming for them and keeping food consistent may help your child settle into their environment more quickly.
  5. Schedule an information-sharing meeting with your child’s teacher to review what motivates your child, their strengths, situations your child struggles with, dietary restrictions, etc.
  6. Discuss with the school team who the point of contact should be in case you have questions, concerns, or updates to share and what mode of communication would be best (e.g., email or phone call).
  7. Consider using a communication book/log that travels between home and school to facilitate communication between team members in a timely manner.
  8. Determine with the school team what would be the ideal time for you to drop off and pick up your child during the first couple of weeks of school. The regular drop off and pick up times may be too chaotic and overwhelming for your child.
  9. Take your child to the school’s playground to provide them an opportunity to familiarize themselves with the environment and activities.
  10. Identify examples of what bullying may look like at school and what steps to take should they encounter a similar situation.

CDS – For children who may have additional support needs in school, the most important tip is to begin thinking about the transition and planning as early as possible; ideally one year before school entry. Parents should visit the school and meet all the people that will be on their child’s team. Your child should also make several visits to become comfortable with the school and their classroom. Sometimes, a social story book is helpful to read over the summer to prepare your child for what to expect. Parents should make sure that all of their concerns are addressed at the school transition meeting and that there is a plan for helping your child transition smoothly. For additional reading and information, the ‘Protocol for Early Childhood Transition to School for Children with Additional Support Needs’ and the ‘Manitoba Education and Training Student Services Information for Parents’ guides are recommended. 

What are your best tips for continuing to work on therapy at home once school starts and services change?

St.A – The great thing about participating as one of your child’s most important teachers and learning ABA principles is that you will learn a lot of skills to carry on working with your child. St.Amant also offers many workshops to support you in continued learning. If you are looking for more support, we recommend you connect with a Board Certified Behaviour Analyst (BCBA). Please visit www.bacb.com for more information.

CDS – It is the goal that once a child enters school, the family will have learned many skills and gained knowledge to help their child from their Child Development worker. It is important that families ask as many questions as they can during the time that they have Child Development help so they feel comfortable in implementing learning activities for their child.

Do you have any other pieces of guidance or encouragement that you would like to share?

St. A – 

  1. Every child has the potential to learn; take it one day at a time.
  2. Get informed about services and treatment options.
  3. Communicate regularly with your service providers, clinicians, and child’s school team; don’t be afraid to ask questions.
  4. Parents may want to consider connecting with other parents or parent advocacy groups.
  5. Take advantage of workshops and professional development opportunities for parents.
  6. Don’t be afraid to ask for help; take advantage of the supports you have available to you.

CDS – Encourage families to not give up and to believe that their child can and will learn. It is important that families use the resources available to them and to take advantage of the services they feel would best help their child. Would also encourage families to remember that their child with Autism is a child first and, just like all children, will learn when things are presented in a fun, playful, and loving way. Consistency is also key and it is better to work on a few skills consistently than try to tackle too much. Work with your Child Development worker and AEIS to create a program for your child that works for everyone.