Autism in OOSH

[Cath01]

<t>We have a diagnosed autistic 8 year old child at an OOSH service. Can any one give some advice about strategies for smooth transitions. Usually we give 5 minute warnings, play music and encourage before transitioning from one activity to another. The child, especially when outside will refuse to come inside and will walk away, may become aggressive and it is difficult, especially needing to adhere to ratios for staff to stay outside for one child. We cannot stay outside longer during winter as its cold and becoming dark. Any suggestions for smooth transitions?</t>

[Valley20]

Sounds like you have a great transition system in place for the children. Would the child be willing to go and do a "job" for you prior to the 5 min warnings? Something that would encourage the child to go inside ahead of the others to eliminate the stress of transition for them? If this is not possible due to ratios, perhaps trying a job of some kind during transition that the child could help an educator with? I'd be looking at the child's interests and seeing if you can utilise that to encourage them inside.
Also chatting with the family and consulting the child's therapists (if they currently see any) for strategies may help too. Consistency between oosh and home would be beneficial.

[Cons1968]

Pair your 5-minute warnings with visual or tactile cues, like showing a specific object (e.g., a transition card) or using a hand signal.

[kimimiler]

Thank you for this interesting information!

[Doncepre25]

<t>We have a diagnosed autistic 8 year old child at an OOSH service. Can any one give some advice about strategies for smooth transitions. Usually we give 5 minute warnings, play music and encourage before transitioning from one activity to another space waves. The child, especially when outside will refuse to come inside and will walk away, may become aggressive and it is difficult, especially needing to adhere to ratios for staff to stay outside for one child . We cannot stay outside longer during winter as its cold and becoming dark. Any suggestions for smooth transitions?</t>

In our service, we’ve found that giving a "first–then" visual card works better than verbal cues alone. For example: “First outside, then hot chocolate/story time inside.” It makes the next step more appealing and concrete.

[AubreyKlein]

Autism in young children is more difficult to treat and provide treatment than in adults who are aware. Therefore, it is most important to correct it from the adults who care for them.

[cenat]

I like the approach you’re taking, especially with the first–then idea since it gives the child something positive to focus on. Adding clear visual cues could make transitions even easier, and keeping it consistent with what’s used at home should really help.nulls brawl indir

[parminder31]

What's the best way to approach a conversation with the family and therapists to ensure consistency without sounding like we're just 'giving orders'?

[Lorina]

Hi!

Here are some strategies:

Frame it as a partnership: Instead of presenting strategies as fixed instructions, invite families and therapists into a shared problem-solving process. Use phrases like “We’ve noticed…” or “We’re wondering if…” to open dialogue.

Ask for input: The forum encourages educators to consult families and therapists for strategies that work at home. This shows respect for their expertise and lived experience, and helps build trust.

Focus on consistency: Highlight the goal of creating a seamless experience for the child across settings. For example, “We’d love to align our approach with what works best at home—could you share what’s been effective?”

Use shared language: If the child uses visual cues or “first–then” cards, suggest using the same tools across environments. This reinforces continuity without imposing new systems.

Be transparent and curious: Rather than sounding authoritative, express genuine curiosity about what helps the child thrive. This shifts the tone from instructive to collaborative.

Hope this helps!
- Lorina