| Extreme change can be difficult for the average | | | | that helps autistics understand the reasons for |
| human being to deal with, but for a person with | | | | situations they may find confusing or difficult. |
| Autistic Spectrum Disorder (ASD), even the littlest | | | | Social stories describe a specific situation in detail |
| change can be overwhelming. It is not uncommon | | | | and focuses on a few key factors such as vital |
| for autistics to have trouble adjusting to a | | | | social cues, the actual event, and the reactions a |
| different schedule that breaks from a daily | | | | person may expect during the situation and why. |
| routine. Therefore, imagine the impact a dramatic | | | | Social stories not only help to increase a level of |
| change such as moving house would have on | | | | understanding, they can also help an autistic child |
| them. | | | | feel more comfortable when experiencing an |
| Autistics have a hard time regulating their | | | | event, and provide them with clues on how to |
| behaviour, so when they finally become accustom | | | | react. |
| to a routine and are faced with change without | | | | 4. Creative Story – Create your own |
| warning, they may express their distress through: | | | | moving story to make the change more personal |
| • Verbal outburst | | | | and easier for your child. In your story you can |
| • Crying | | | | include different sections such as: |
| • Self-injury | | | | • Photos – Take photos |
| • Aggression | | | | of the new home, especially of their new room |
| • Extreme withdrawal | | | | and the outside. |
| The following are 5 ways in which you can | | | | • Layout – Draw up a |
| minimize the negative impact of change by helping | | | | layout of the new home to show where their |
| an autistic person become aware, prepared and | | | | bedroom is located |
| involved in the moving process: | | | | • Maps – Show a map of |
| 1. Calendar – Creating a calendar to | | | | where the house is and include important |
| help them become aware and prepared for | | | | landmarks such as where the school, park, |
| moving can be helpful. Once you know the | | | | shopping mall, etc. is located from the home, and |
| definite day you are moving, give notice months | | | | make sure to write down directions to each place. |
| before moving day. You can cross off each day | | | | • Similarities – Explain |
| that passes, so they can see how many days are | | | | what will stay the same, such as the items in |
| left until moving day. Make sure you Write | | | | their room that will be coming along. |
| “Moving Day” on the | | | | • Visits – Take them to |
| actual date so they can always see it. | | | | visit the new home |
| If your child has difficulty understanding time with | | | | • Questions – at the end |
| a standard calendar, use visual supports to help | | | | of the story, take the time to answer questions. |
| them understand time. For instance, if he or she | | | | 5. Moving day - Moving is stressful on everyone. |
| relates time with day, creating a visual of a sun | | | | Therefore, when it comes to the day, you will |
| for each day and then a visual of a house on the | | | | need to decide if you would rather have them |
| actual moving day, will tell them how much time is | | | | with you and provide tasks during the move, or |
| left before the move. | | | | keep them involved in their regular daily activities |
| 2. Story books – Depending on your | | | | until moving is complete. Regardless of your |
| child’s level of comprehension, | | | | decision, it is a good idea to make sure your |
| another helpful familiarizing tool is to read story | | | | autistic child’s room is set up first to |
| books focused on moving home themes. | | | | help them feel more relaxed in the new |
| 3. “Social Stories” | | | | environment. |
| – This is a specific learning program | | | | |