Autism Acceptance Month: Creating an Inclusive Environment in Therapy and at Home
April is Autism Acceptance Month, and at TPP we celebrate minds of every kind!
Kids with autism live in a world that is not always built to meet their sensory and regulatory needs. Everyday environments may feel overwhelming or stressful. Our goal is to be a safe, uplifting place for every client and to help families as they seek to support their child in home, academic, and recreational environments.
With those goals in mind, we talked to TPP occupational therapist Courtney Van Alstine to learn about environmental factors that may be challenging for kids with autism and how to make any setting more inclusive.
Adjust Noise and Lighting
Bright lights and noise levels may contribute to dysregulation. Fluorescent light covers or alternative lighting options can reduce feelings of stress. Music or white noise recordings can decrease dysregulating background noise. Courtney recommends starting with less light, noise, and visual stimuli and adding more if needed.
Provide Kinesthetic and Tactile Supports
Some children may have a high need for movement and will perform better when physical )activity is incorporated into a task. Deep pressure can also be regulating for some kids, and they may feel better with a weighted blanket or vest or a tight hug from a caregiver.
Reduce Unknowns and Use Collaborative Planning
Uncertainties and unknown demands can cause stress and worry. It is always helpful to share plans and expectations ahead of time. Children might benefit even more when they are able to be a part of the planning! This could look like a therapist letting a child select the session’s activities from a set of choices, or a parent providing options when time allows: After the store, will we go to the park or play in the backyard? If changes need to happen, try to provide warning ahead of time.
Use Visual Supports
To further reduce the stress of unknowns, kids with autism often benefit from visual aids or visual schedules. Depending on the age and needs of the child, this might look like picture cards, a written list, or even the physical objects that will be used. Courtney says that even her youngest clients are able to help select activities and lay out a visual schedule. The use of visual supports can be a long-term strategy! The goal is to find a strategy that works and can be used indefinitely.
Don’t Use Special Interests as Motivators
Courtney warns that it can be very dysregulating to put a favorite toy or activity within sight but out of reach and withhold it until a certain task is completed. Instead, she recommends incorporating the child’s interest into the entire activity to promote authentic connection and intrinsic motivation. For example, if a child loves Sonic the Hedgehog, she suggests strategies like playing Sonic music throughout a task, allowing the child to keep a Sonic stuffy with them during an activity, and printing out Sonic characters to “lead” them from one location to another.
Build Authentic Connections and Be Willing to Adapt
“The most important recommendation I have is to focus on adapting the environment and adapting our own interaction styles as providers or parents to help support our neurodivergent kids,” Courtney explains. “So much of the outside world demands that our neurodiverse clients change or adapt to external demands. We can create environments in which kids can safely say no to experiences that are painful/unpleasant and ask for sensory supports that help them. Therapy sessions and home environments are wonderful places to build authentic connections and help kids feel safe and seen without having to change or repress who they are.”
By Amy Wolcott, SLP, CCC