how to get an autistic child to do homework

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Home » Topics » Homework Strategies for Children on the Autism Spectrum

Homework Strategies for Children on the Autism Spectrum

Article at a Glance

• Keep homework sessions predictable and realistic.
• Learn your child’s strengths and find ways to leverage those strengths when studying.
• Communicate with teachers and find what resources may be available to you at home.

Having a child with autism can be challenging on many fronts, especially when it comes to homework. As a mom of a thirteen-year-old son with autism, I’ve definitely had my own struggles and challenges over the years. Often, we have to consider my son’s learning disabilities, attention issues, anxiety, and sensory processing issues (all come as part of his autism diagnosis) in our homework routine. Here are some strategies we’ve used to help our son’s homework time become less of a battle and more of an engaging learning experience.

1. Make a “to-do” list:

My son, as with most kids with autism, loves routine and predictability. Before we sit down to do homework, I come up with a list of tasks that I think my son can tackle in one sitting. Depending on the day (and his mood), it may be one thing, three things, or five things. I try to keep study sessions short so he can feel successful. When he completes a task, I reward him with a small break (trampoline time or a game of Scrabble) or reinforcement like a good behavior star or small candy like a jelly bean or Jolly Rancher. These are the things that motivate him. Every kid is different; just find and use whatever motivates your child!

2. Consider sensory needs and learning strengths

Our son struggles greatly with visual-spatial processing and fine motor skills. He has great memorization skills and has often excelled at things such as math facts, but as he’s gotten older his math assignments require working out problems on paper. He often has a hard time keeping numbers in their place and organized on a traditional sheet of paper. Because he needed more space to work and has a hard time visually planning where things go on the page, I made some modified paper with larger lines with grey/white contrast between the lines. I’m always on the lookout for adapted resources (often a google search or Pinterest search will have lots of good resources), but sometimes I have to get creative and find something that works best for my son.

Because I know my son’s strengths often come in the form of memorization and visualization, I try to come up with ways to incorporate those study methods whenever I can. Understanding characters and their motives in a story can be hard for my son, so I decided to make “flashcards” of characters, listing things they’ve said and things they want or do with a picture of the character to go along with the traits. These “flashcards” really helped my son visualize and “see” the story a little better.

3. Find “homework” spots:

I grew up in a house where my parents designated a room in the house as the “study zone.” I had my own desk and desk lamp, with drawers full of pencils, pens, white-out, markers, calculators, and whatever supplies I needed. My parents thought I would study and do my homework better if I stayed in one place so I could really focus and get my work done. Despite their good intentions, I found it very hard to stay in the “study zone.” I was stuck behind a desk all day at school. The last place I wanted to be was stuck behind a desk at home. I wanted a change of scenery.

I’ve found that my son needs to rotate around the house when we do homework. We have four locations where he can choose to work: the desk in his room, the kitchen table, the couch, and the coffee table in the family room. Depending on his mood, how independent he can be, and what I need to do, we rotate through these locations. Sometimes, it’s easier for me to quiz him on vocabulary in the kitchen while making dinner. Sometimes, when we read a book for Language Arts, he wants to sit on the couch. Sometimes, he would rather do his math at the desk in his bedroom, and sometimes he wants to do it sitting at the coffee table in the family room. Giving him these options gives him a little more control over his environment, and I feel that it makes him a little more cooperative too when we have to really buckle down and work at something.

5. Tag team:

Sometimes I’ve had a long day, sometimes my son’s had a long day, and sometimes there are days when neither of us wants to interact with each other, let alone slug through homework together. These are the times when I tag team with my husband and he helps with the math or science homework, or I have my daughter take 10 minutes and quiz her brother on the latest list of Spanish words. Switching up with a partner helps avoid parent burnout too. I know when I get frustrated with the whole homework process, my son really picks up on that.

6. Plan ahead and communicate with teachers:

A lot of student daily planner scheduling is now online so you can see (and plan ahead) for any upcoming tests. About an hour before my kids come home, I log into PowerSchool (the online program my kids’ school uses) and I see what homework is coming home that day and how many days we have until a project or quiz is due. That way I can prepare the evening (the “to-do” list, any modifications, homework spots, or tag team assignments) before the backpacks drop at the front door and the afterschool snack starts.

Teachers are often willing to send home extra resources, books, and practice sheets if they know you are trying to reinforce and supplement at home. I have asked for home copies of novels read in Language Arts (so we can read ahead a chapter or two), extra math worksheets (to practice a concept that’s been difficult—integers was our struggle for a while), and flashcards (it’s really nice not to have to make your own set of Spanish flashcards when someone’s already made some for you). We’ve even had erasable human body diagrams sent home for extra practice.

Having a child with special needs can be challenging, but with the right tools and resources in place, I’ve found the homework battle a little easier. Sometimes it can require a little thinking outside of the box. It can be hard work, and I’m not always perfect at it, but when I put in the extra effort it always pays off in the best ways.

You can read about her autism-meets-middle school adventures and the challenges, victories, and learning curves that happen along the way at thisautismlife.com .

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Increasing cooperation in kids with autism.

Strategies for getting kids to work with you

Writer: Hannah Sheldon-Dean

Clinical Expert: Bethany Vibert, PsyD

What You'll Learn

• How can parents communicate more effectively with kids with autism?
• What can parents do to make autistic children more likely to cooperate?

Kids with autism often have trouble following directions, especially in stressful situations. But there are ways that parents can help kids cooperate and keep conflict to a minimum.

First, be sure to communicate in clear, simple terms. Be as specific as possible: “Please put these plates on the table” instead of “Can you finish setting the table?” Having a visual aid like a picture of how the table should look often helps too. And because kids with autism tends to take things literally, try not to be sarcastic or make jokes while you’re giving them directions.

When your child does cooperate, be sure to reward them. Just a high five or an enthusiastic “Great job!” will make them more likely to do what you ask the next time, too.

You can also set kids up for success by relying on routines. Knowing what’s coming often makes it much easier for kids to cooperate, so it helps to use a visual schedule and make sure your child has plenty of warning before changing tasks.

Scheduling plenty of breaks between tasks can also make cooperation easier. And be sure to set reasonable expectations. For example, if you know your child struggles with focus, don’t expect them to clean their room all at once. Instead, break the job up into smaller pieces that they can do separately.

Cooperation can be a challenge for children with autism spectrum disorder (ASD) under the best of circumstances. And in stressful situations — when cooperation is often most important — following instructions can get even harder.

Here are some tips to help parents of kids with autism increase cooperation while still respecting kids’ autonomy and keeping fights to a minimum.

Communicating effectively

Following a few simple guidelines can make it much easier to  communicate with a child on the autism spectrum  — and getting your message across makes cooperation much more likely.

• Be simple and direct.  “If you want to give effective instruction, you have to be super specific,” says Bethany Vibert , PsyD, a clinical psychologist at the Child Mind Institute. For example, instead of saying, “Can you finish setting the table?” you might say, “Please put the plates on the table.” The idea is to let your child know exactly what your expectations are in the moment, rather than giving them a list of tasks or a general instruction.
• Avoid sarcasm, figures of speech and jokes.  Kids with autism tend to take things literally, so non-literal speech like sarcasm and jokes can confuse them. And if they’re not sure what you’re asking, it’s hard for them to cooperate. “Saying something vague like, ‘It’s about time you get to that’ might just end up frustrating your child,” Dr. Vibert says.
• Use visual aids.  Often, children with ASD benefit from having a visual representation of their goal. So if you want them to set the table, for example, having a picture on hand of exactly how the plates should go can be a big help. A list where kids can check off tasks as they go can also make it easier.
• Make cooperation rewarding.  All kids appreciate acknowledgement for a job well done, so offer small rewards when your child does cooperate. “This could be as simple as a high five or maybe a tickle routine they really enjoy,” says Dr. Vibert. “You really want to make following instructions a positive thing.”

Managing responsibilities

Whether it’s handling homework or keeping up with chores at home, it can be hard for autistic kids to reliably complete tasks. Set them up for success with clear expectations and predictable routines.

• Set reasonable expectations.  It’s important to be aware of your child’s attention span. Kids with autism may struggle to stay on task for a long period of time, which can make it harder for them to do what you’re asking. Help them plan tasks accordingly, like doing homework in short bursts or breaking chores up into steps that don’t take too long.
• Take plenty of breaks.  Once your child completes a task, encourage them to take a break with some physical activity, whether that’s going for a walk, playing in the yard or dancing to a favorite song. “An active break will make them a little less antsy and restless,” says Dr. Vibert.
• Use a visual schedule.  Having a clear visual schedule can help your child see what’s coming and motivate them to stick with tasks they might not like. Dr. Vibert recommends a simple “First/Then” format, where you pair a picture of something your child needs to do with a picture of the reward they’ll get afterward. For example, “If” might be picking up their toys while “Then” is a favorite snack.
• Be creative.  If your child tends to struggle with the same kinds of tasks over and over again, try alternate ways of completing the same work. For example, Dr. Vibert notes that some kids do better writing by hand than typing. So if your child is supposed to type a homework assignment, you can check with the teacher to see if they can write it by hand instead. Even small adjustments to tasks can make it much easier for your child to cooperate.

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Autism Spectrum Disorder

10 ways to prepare your autistic child for college.

So, your autistic child has decided to go to college. A million things must be rushing through your head.

“How do I teach them how to survive on their own?”

“What will college look like for someone who is autistic?”

“What steps do I need to take to prepare them for a whole different school experience?”

These are all valid questions, and you shouldn’t be afraid of asking them. As a parent, you want the best for your child and want them to succeed, even if they may struggle with things other young adults don’t.

And that, friend, is where autistic adults come in. Many autistic people, including myself, have been to college and have a lot of experience under our belts in navigating a whole new environment as an autistic person. You may be asking yourself: “How can total strangers help me with something like this?” Well, I’ll tell you.

I asked the advice of several knowledgeable autistic people, did some research, and have come up with a list of 10 things that can help you as a parent make your child’s college experience better for you and them.

1. Support, but don’t pressure. Kids going off to college often want to be able to experience this new stage of life as a time away from their parents, which isn’t a bad thing. As a parent of an autistic child, you may be feeling apprehensive about sending your son or daughter away from the nest to a world they may not understand yet. If your child asks you to give them space or to lay off a little on checking up on them, please, do so! Don’t pressure them to join clubs right off the bat. Let them settle in and tell them you’re there to support them no matter what. And don’t pressure them to communicate with you all the time, either.

If you’re used to taking care of them and watching out for them 24-7, it may be difficult to let go. That’s OK, and it’s understandable. Going to college is a learning experience for both parents and their kids. But nagging at them to talk to you can take their focus off of college and make them feel overwhelmed more than they should, which doesn’t help either of you.

2. Make accommodations a priority.

There is absolutely nothing wrong with needing accommodations. As an autistic person, your child may have had help in high school to study more in-depth about subjects they struggled in, or with schoolwork in general, or needed a space away from the classroom in which to function to the best of their ability. That doesn’t need to end at the high school level!

Just because your student is going to college doesn’t mean their needs end right after they graduate. Take the time to communicate with the college what your child needs to learn effectively. Whether it be with motor skills, sensory differences, social skills or coping skills, make sure that the school is fully aware and has the right accommodations to make your child’s safety in and out of the classroom a priority.

3. Discuss details of courses.

Many autistic people find it extremely important to know what’s to come and prepare in advance to avoid meltdowns and becoming overwhelmed constantly. Talking to professors as soon as your child’s college schedule is announced can help to adjust to this new routine, as well as buying their books in advance and going over the course materials. College is (obviously) harder than high school and it will take some time for your student to adjust to a new structure in a new place. Helping them adjust can make this transition easier for them, and you!

4. Make a schedule and reminders.

As stated in #3, many autistic people must rely on knowing what’s to come to avoid meltdowns, and making a schedule that lists all courses, extracurricular activities, appointments etc. can certainly help your child have a more comfortable adjustment. Also, this new experience can cause your child to disengage from taking care of themselves, as autistic people are wont to do in these situations, so making reminders and a list of things they need to do every day (i.e. brushing their teeth, when to eat, when to get enough sleep etc.) will help when life gets chaotic.

5. Let them have comfort and a safe space.

One of the most important things you can do for your autistic student is making sure they have a safe space or a space that is completely theirs. Even if that means your child has to live at home throughout their entire college career so they have something familiar to come home to at the end of a stressful day. If they do have a dorm room, make sure they know there’s nothing wrong with bringing comfort items (i.e. blankets, stuffed animals etc.) to help them regulate their emotions. No one is going to judge them for having something to comfort them in times of distress. They might even make some friends because of it!

6. Talk about living with a roommate, or not having a roommate.

If your student is living on campus, there’s a big chance they will be living with a roommate. Discuss with your child how to have healthy boundaries if they’re living with someone else for the first time, and also when it comes to making friends. Reassure them if they feel uncomfortable or unsafe in any way, they can reach out to professors or staff in their dorms, as they are there to help.

If your child seems unsure if they want to live on campus, or are trying to avoid moving out altogether, trust their instincts. Don’t pressure them on it, as this is a very big step, especially for someone who is autistic. You can also help them request their own dorm room as one of their educational accommodations. Starting at a new school already uncomfortable won’t help your child in the long run.

7. Encourage them to mingle.

Once your child gets a small amount of their new school experience under their feet, it may be hard for them to branch out and make new friends along the way. Encourage them to find people they can relate to in the classes they take, or join a club that includes their special interests, so they can mingle and meet new people who may become close friends.

8. Send care packages. If your child is on campus, send them things in the mail! Whether it be their favorite foods, comfort items, school supplies or anything they might need, it can always be helpful to have something from their old normal to adjust to the new normal going on around them.

9.  Let them work at their pace.

When it comes to being in college, it’s common for students to focus on their grades and get everything done at the fast pace they’ve been used to for so long. Don’t feel the need to pressure your student to be at that level, or to get the best grades of the class. Focus on letting them do the work at their own pace and get the best grades they can get, not the best grades anyone can get. Your student will get their homework done when it needs to be done, so try not to nag them about it. That can only add to the overwhelming feeling and make them disassociate from everything around them.

10. Talk about the balance.

Balancing school, extracurriculars, sports, friendships and family can be hard for anyone, but it can be especially difficult for autistic people. Discuss finding a balance with your child to help them make their college experience as beneficial as it can be. If they’re forgetting things easily or not making things a priority that need to be a priority, discuss ways to remember all that must be done in any given amount of time.

I hope these tips helped give you some insight on how best to prepare for your child as they make the transition from high school to college. I also hope you’ll take advantage of the knowledge autistic adults have in helping your child have the best time of their life. If you have any questions at all, don’t be afraid to ask!

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5 tips to help parents navigate the unique needs of children with autism learning from home

Senior Lecturer, Autism and Inclusive Education, University of Wollongong

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Children on the autism spectrum will face unique challenges as they learn from home during the COVID-19 shutdown. These children process information and learn in different ways to their peers .

They may find it more difficult to independently complete tasks and struggle with managing their time. They are also more likely to have difficulty in writing tasks or ones involving high amounts of language and communication with others.

Children on the autism spectrum often associate specific tasks with locations. This might mean they resist doing schoolwork at home. Anxiety levels, which are often high in this group of students, may increase further due to changes in routine or uncertainty about what they should be learning.

General tips for schooling at home such as setting up a learning space, creating structure and routine, and becoming familiar with resources in the Australian Curriculum are good ideas. But parents of children on the autism spectrum may need additional strategies.

Read more: Trying to homeschool because of coronavirus? Here are 5 tips to help your child learn

Studies of students on the autism spectrum in distance education (studying at school without being physically present) or experiencing homework difficulties suggest several helpful strategies for parents.

1. Put together a homework plan

Students learning at home will likely need to engage in independent learning tasks such as completing worksheets or writing assignments. This is somewhat similar to doing homework assigned by a teacher.

But students on the autism spectrum often do less homework than their peers. And they report finding homework too hard, frustrating and overwhelming .

Parents helping their child may be confused about assignments from teachers if the communication is limited or unclear. Or they may find their child needs breaks and is unable to complete all their work.

These issues can increase children’s anxiety, lead to meltdowns and create tension between parents and children. Research shows creating a homework plan can help.

Read more: Children with autism may use memory differently. Understanding this could help us teach them

In a homework plan, a teacher clearly communicates to parents what the student needs to learn and which tasks can be prioritised over others.

Once parents know what specific knowledge and skills their child needs to learn, they can adjust the amount or nature of tasks to fit the needs of their child.

For example, a teacher sets out in a homework plan that at the end of the task, a student must be able to explain their knowledge about the early settlers. A parent may see their child is struggling to write a full essay.

In this case, the parent can adjust the task so their child can use puppets to tell and record the story instead.

Children on the autism spectrum may find it stressful to think about what may be going on in someone else’s mind. Using an outside tool, like a puppet, to tell another person’s story can take that pressure off .

2. Use your child’s special interests

Students on the autism spectrum often focus on special interests to calm themselves. Special interests can also be used to help them manage additional anxiety during the shutdown.

Research shows adapting teaching to incorporate students’ special interests can help students on the autism spectrum learn academic and social skills . For example, a teacher can use a student’s interest in Lego to help them learn maths skills such as fractions and measurements.

Special interests can also increase a student’s engagement in learning tasks, as they see them in the context of an activity that’s important to them.

A parent can help their child learn across the curriculum by using their special interest. For example, a student who is interested is space could work on a project in which they learn about early scientists who developed the solar system (history), write about the importance of space exploration (English, science) and design a new space station (maths, art).

3. Use technology

Technology-aided instruction can help students on the autism spectrum learn a range of skills . It can also help them understand task requirements, communicate their concerns and complete tasks .

Apps are an accessible and fairly inexpensive way to use technology. Apps may motivate students on the autism spectrum as they present information in ways that support their visual learning style.

Apps have been found to be effective in helping children on the autism spectrum learn language, literacy and numeracy skills . Apps can also be used to create schedules, checklists and language cards.

The Learning App Guide to Autism and Education provides parents with reviews for a number of apps grouped by skill areas and age groups. A parent can select the literacy group, for instance, and find apps for teaching spelling to children in lower primary grades.

4. Find ways to connect your child to others

Although students on the autism spectrum often experience difficulty in social situations, many say peer support can help make school a more positive experience . During the COVID-19 shutdown, classmates or friends can provide encouragement and information on learning tasks . This may decrease uncertainty and increase students’ confidence.

Read more: It's 25 years since we redefined autism – here's what we've learnt

Connecting with peers on the internet is particularly well-suited to students on the autism spectrum as it reduces sensory distractions and the amount of language required.

Students can use programs such as Discord or Google Hangouts to talk to their classmates, play games and work together on assignments.

5. Seek help and don’t try to do everything

Accessing support can help parents cope with feelings of isolation and anxiety. Education departments in Tasmania and Western Australia provide parents of children on the autism spectrum with activities and curriculum information. And Queensland provides specific learning strategies.

Homeschooling Special Needs Australia helps parents connect and provides links to sites specifically set up to help them during the COVID-19 shutdown.

Parents should can also use these sites to connect with other parents. These networks can decrease parent’s stress and help them connect with their child.

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Paying attention: what is it?

When we pay attention, we  focus on something and ignore other things . For example, we listen to what someone is saying while ignoring other conversations and background noise.

Paying attention also involves being aware of what we need to pay attention to. This lets us sort out the right information from our surroundings and put this information together. It also involves maintaining attention and shifting attention to something else when we need to.

Paying attention is  a key skill for learning . For example, children need to pay attention to a teacher’s instructions to be sure they’re doing things the right way.

Children develop their ability to pay attention as they get older.

Difficulties with paying attention

Many children find it hard to pay attention sometimes, especially if they’re very young, tired, hot, unwell or not interested in the task. It can also be hard if children feel they can’t do the task, have been sitting still for too long, or are distracted by things around them.

Some  autistic children and teenagers can find it difficult to pay attention to and focus on things that don’t interest them. This includes activities that involve shared attention, like reading a book with a parent or teacher, doing a puzzle, or even walking safely across the road.

But autistic children and teenagers might also be able to keep their attention on things they like for long periods of time. They can be very good at shutting out other things. For example, an autistic child who’s keen on trains might be able to focus for a long time while setting up some train tracks. But the child might also find it difficult to shift their attention to other tasks or miss cues that it’s time to pack up.

Skills and strategies to help autistic children and teenagers with paying attention

Autistic children and teenagers can learn to pay attention, and they can get better at it with practice. These ideas and strategies can help you build your autistic child’s skills for paying attention:

• Choose interesting activities with clear end points.
• Give effective instructions.
• Encourage talk during play.
• Model tasks.
• Prepare your child for transitions.
• Practise mindfulness.

Play is one of the best ways to help children learn and develop skills, including skills for paying attention. You can use the strategies below as part of everyday play with your child.

Choose interesting activities

You can build your autistic child’s attention by choosing activities that your child finds interesting, like Lego or trains, or that use your child’s strengths.

It’s also important to  choose activities that have definite end points, clear guidelines and goals . It’s best to avoid open-ended activities, because these can make it difficult for your child to know what they need to do and when to finish.

For example, if you have a younger child , you could work on a puzzle. You could start with one that has only a few pieces. Show your child how to put the first pieces together, and then let your child add the last piece. When the task is completed, praise your child for focusing and getting the task done. You can gradually increase your child’s attention by encouraging them to do more of the puzzle themselves and then trying more complicated puzzles.

If you have an  older child or a teenage child , you might bake a cake together. You could use  visual supports , checklists, timetables or  social stories to show the activity’s beginning and end.

Visual and other supports can also help you with breaking tasks into smaller, manageable steps. A visual timer that shows how long your child has to keep focusing can be good too.

Noise, visual distractions and other people can make it difficult for your child to focus. It’s a good idea to minimise possible distractions before you start an activity. For example, turn off the radio and television.

Give effective instructions

You’ll often need to give instructions about what to do next. Here are tips for giving effective instructions:

• Limit the number of words you use. For example, say, ‘Match the shapes’ instead of ‘I want you to put the shapes together so that they match’.
• Repeat keywords to help your autistic child focus. For example, say, ‘Roll the ball’, ‘Catch the ball’ and ‘Kick the ball’.
• Break instructions into smaller steps, and give the instructions one step at a time. Wait for your child to complete each step before moving on to the next step.

Encourage talk during play

Talking and interacting with your autistic child during play can help you get and keep your child’s attention. Try these tips:

• Copy your child’s actions and behaviour. Your child might be interested and look to see whether you copy them again next time.
• When your child makes a sound or says a word, respond to your child. Back-and-forth interactions can spark and keep your child’s interest.
• Talk and ask questions as you and your child are playing. This can encourage your child to stay focused for longer. But if your child gets overwhelmed or confused, keep your comments brief.

Model tasks

To keep your autistic child’s attention on the task, you can use modelling to show your child what to do during the activity. For example, if you’re making a 2-bead necklace, you could start by putting a bead on the string. Then take your child’s hand and help them put on a bead. Praise your child when they finish the activity.

Prepare for transitions

Making transitions between tasks can be stressful and overwhelming for children. Working on your autistic child’s ability to pay attention might help with this. Try these tips:

• Warn your child that there’s a change coming up. Children need time to shift their attention. It might help to use a picture-based timetable of activities or a timer to show when a change is coming up.
• Use ‘First, then’ statements, plus clear, simple language or a visual support. For example, you could say, ‘First shapes, then bubbles’, or use a visual support with pictures of shapes and bubbles. Or for older children you could say, ‘First, finish your maths homework and then you can go on the computer’.
• Start playtime with 2 favourite activities so your child doesn’t get upset and lose focus when you change activities. For example, ‘First bubbles, then trains’. It’s best if the first activity is easy to finish quickly. Once your child has completed it, give them plenty of praise. For example, ‘All finished, well done! Now trains’.

Practise mindfulness

You can build your autistic child’s attention by helping them focus on the here and now. Mindfulness activities are a great way to do this. You and your child could try focusing on sounds, sensations or breathing.

Look out for everyday moments when your child can practise attention and other skills. This is called  incidental teaching .

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Home education for autistic children

Published on 22 March 2018

Author: Sarah-Jane Critchley

Sarah-Jane Critchley, author of A Different Joy: the Parents' Guide to Living Better With Autism, Dyslexia, ADHD shares her experience of home educating her autistic daughter and suggests what to consider before deciding to home educate.

"I had to drop out of school to get my 'A' Levels!" is how my autistic daughter explains the latest stage of her education. From the age of 5 she wanted to be taught at home, rather than go to school. It wasn't what we wanted for her at the time, but 11 years and 3 diagnoses later, she studies with an online school and is doing really well.   Like many parents, including many #actuallyautistic parents I asked online, we found ourselves in the hinterland of having a child who was too poorly to attend school, but for whom no suitable alternative had been offered by school or County.  It wasn’t until we did the research ourselves and found the solution that met her medical and autistic needs that the light at the end of the tunnel appeared. Our experience is common to many parents of autistic children whose children do not fit the provision available. Many autistic people I asked said that they would have preferred it for themselves and for their children, whilst others felt that being forced to endure school made them stronger.   Legally, it is the parent who is responsible for providing an education. In England, education is compulsory, but school is not. Parents have the right to home educate their child if they choose up to the age of 16.    Section 7 of the Education Act 1996 states that: "The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable – (a) to his age, ability and aptitude, and (b) to any special educational needs he may have, either by regular attendance at school or otherwise."  Parents do not have to follow the National Curriculum and can tailor the education which is provided to meet the specific needs of their child.    There are a number of considerations to think through before deciding on home education: 

• Can you afford to do it? Many parents have to give up work in order to home educate their child. This may well mean the loss of a salary for a number of years. Parents will need to supply all of the costs of education out of their own pocket, including internet access, teaching resources, learning materials and the cost of taking exams. There is rarely support from the local authority (LA). 
• The age of your child and whether they will be able to re-enter school prepared to take public exams if this is what they want to do. It can be difficult to persuade a school to accept a pupil who has been home-schooled if they have not been following a traditional curriculum as they may not have covered the subjects or been taught the skills the school would expect, which might impact on the performance of the school. 
• How to create opportunities for social activities and time with friends.  Many families are part of home education networks, sports, arts or drama clubs or specialist groups like Potential Plus for children with ‘high learning potential’. 
• What to teach.  Although it is not compulsory to follow the National Curriculum, the law states the education you provide should ‘prepare your child for life in modern society and enable them to progress towards meeting their full potential’. It is recommended that you include study in core subjects such as English, Maths, Science and ICT provided that it meets their needs. Online schooling can offer access to traditional teaching subjects at home.
• Where your child has an identified Special Educational Need, the LA has a duty to make sure that those needs are met.  This may include visiting you in the home to see how you are meeting those needs, but there is no legal requirement for you to allow a home visit. If your child attends a Special School, the LA has to give permission for them to be home educated. 
• Safeguarding. The LA has a responsibility for safeguarding all children, wherever they are educated. Any tutors you employ should have completed a Disclosure and Barring Service (DBS) Check and be able to show it to you. If the LA has any concerns about the safety of your child, they have a duty to act to protect them, as they do with all children. 

Home education can provide a safe and secure place for autistic children to learn in the way they need, away from the overstimulating sensory environment and bullying of school, but it also brings additional pressures on family relationships and needs to be matched to the needs of the family as a whole. 

Related professional practice

Autistic pupils and exclusions.

The causes, impact and prevention of exclusion for autistic pupils

Accessible exams for autistic students

Making exams more accessible to autistic students

Top 5 tips: inclusion in education

Top Tips for overcoming the barriers to inclusion in education

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Supporting students with autism spectrum disorder

Evidence-based strategies to help students with autism spectrum disorder

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E: Email [email protected]

Getting kids to do homework is a challenge for all children, not just kids on the spectrum. There can be a variety of factors causing kids to what to avoid homework, but the first question to ask involves identifying factors which may inhibit students from completing homework.

The following is homework advice that can be found on the autism discussion page on Facebook :

• For some kids, they connect school work with school and will resist doing school work at home. It is something they do at school, period! These children are very stimulus bound, meaning the activities are very connected to a specific setting or location.
• If school work is very hard for them, and/or they do not feel competent doing it, then they will resist doing it when at home.
• Many of the students have executive functioning skills, making it difficult to organize their work, know where or how to get started, and be able to break it down and sequence the work to get it done. Often times they do not know how much time it will take to do it, or know when it is "good enough." When they think of doing it, they get overwhelmed.
• Like with all children, there are often more fun things to distract them, which they do not want to leave. Trying to get the kids to leave a preferred activity (video games) to do a non-preferred activity (homework) can result in strong resistance.

There are several things you can do to increase responsiveness. Depending on the child you may need to incorporate several of these strategies.

• Schedule set times to do homework for the same time every day. Also, pick a spot that is distraction free to do their homework. It is important to set up a consistent routine that stays the same each day. If the child doesn’t have homework for that day, have extra work that can be done at that time. This way the child has homework time every day.
• Most kids do not have the attention span to do homework for long. It is recommended that children have no more than one hour of homework a day. That hour may need to be broken down into two 30 minute sessions, one before dinner and one after dinner.
• Try to do the homework before a more preferred activity. For example, doing 30 minutes of homework after coming home from school, before doing a fun activity (however, many kids need 30-60 minutes of downtime or physical activity to rebound). Then set aside another 30 minutes right after dinner before free time in the evening. If the child is resistant, do not argue. It can be important to validate a student's feelings with positive reinforcement phrases such as;  "I can understand how you might not feel like doing it right now. That's ok. Take a break and do it when you are ready". However, all fun activities cannot occur until the homework gets done. This way it becomes the child's choice.
• Always have a set time, so the child knows exactly the beginning and end to the homework session. Kids on the spectrum do much better when there is set time (e.g. 30 minutes) that is predictable and easy for them to see. For children who will simply avoid doing much work during this time, identify how much work needs to be done as the criterion for the session ending. Only put out what needs to be completed for the session to end. This way when the work is completed the session is done.
• Break it down, keep it simple. Break homework down into simple portions so it does not seem overwhelming when they look at it. It is better to break it down into small easy to do parts, so it does not overwhelm them. A good rule of thumb is no more than 15-30 minutes (depending upon how easy the subject is for the child) for each subject. A little bit of homework done well with interest is better than a lot of homework that was done with confrontation. You want the sessions to be successful and fun for it to be perceived as positive.
• Set up a consistent sequence, so the child knows when to move from one task to another, sometimes using a visual timer to notify the child when to move on.
• Help the child get started since Initiating activity is difficult for many kids. Help them get started and if the task is hard, do it together, scaffolding the activity to make it successful.

Make sure when the homework is completed it is placed in the child's folder/backpack, so it gets to school. Also, make sure the teacher is reminding the child to hand it in. Many children struggle with being organised and will forget to bring home the work, put it in their backpack when completed, and to turn it in. This is not laziness. It is actually due to a brain wiring difference in the frontal lobes of the brain. Build in supports (reminds), or use a checklist for the child to remember.

The  Homework grid (PPTX 117KB)  can be used to help students understand homework, and other tactics that may make it easier for students to complete it. These tactics include having a child tell you what they learned at school, reading a book associated with what they are learning, using technology and so on.

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Autism in the Teen Years: What to Expect, How to Help

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Marina Sarris Interactive Autism Network at Kennedy Krieger Institute

[email protected]

Date Published:  July 23, 2013

What parent doesn't watch their "tween" become a teen without a twinge of anxiety? Factor autism into the equation, and parents may well wonder how the physical and hormonal changes of adolescence will affect their child on the spectrum.

How will typical teenage rebellion look in someone who struggles with behavioral control? What will it be like traversing the social minefield of high school for someone with a social disability?

Many a teen boy has had to be convinced of the need for daily showers and shaving. How do you convince someone who has sensory problems to stand under water or drag a sharp razor across his face?

Growing Numbers of Teens With ASD

Chantal Sicile-Kira says nobody told her what to expect when her son with autism, now 24, became a teenager. Jeremy Sicile-Kira was born when autism was considered to be relatively rare – just before the tide of diagnoses began rising in the 1990s. "Nobody ever told us anything about adolescence and autism," she said.

Today, many more parents have children with autism entering or already in their teens. 1  Ms. Sicile-Kira tries to educate them through her books, speeches and seminars on autism spectrum disorders (ASD).

One common complaint she hears from parents: their teens' autism is getting worse. But that may be a misunderstanding, she said.

"The teens are not getting more noncompliant because their autism is getting worse. It's because they're  teenagers ," said Ms. Sicile-Kira, author of  Adolescents on the Autism Spectrum . Like all teens, they may want more independence. Parents can help: "If your child needs schedules, for example, give him more control over his schedule. That gives him a way to be 'noncompliant'" – to have his own way sometimes.

Research into autism in the teen years and beyond is still in its infancy: "very little is known about the course of ASD through adolescence and into young adulthood," one study said. 1

Autism is a broad spectrum, and adolescence will affect each child differently. If recent studies are an indication, parents generally can expect some of the following along their child's road to adulthood:

• Behavioral improvements across the spectrum. Adults with autism have less hyperactivity and irritability, and fewer repetitive behaviors (such as lining things up) and maladaptive (dysfunctional) behaviors, than children with autism . 2, 3, 4
• Improvements in daily living skills – such as getting dressed, keeping track of cash or making a sandwich. 5

Of course, adolescence brings special challenges. The teen years are a risk period for the onset of seizures in autism, although most teens do not develop  epilepsy . 6   Childhood sleep problems may persist into adolescence, when insomnia and daytime sleepiness become the biggest concerns . 7, 8  Anxiety is commonplace. 9

Also, the gap between the students with autism and their peers widens in something called "executive functioning" during the teen years. 10

What is Executive Functioning?

"If you think of your brain as an orchestra, executive functioning is the conductor, making sure all the parts are working together and working properly," explained neuropsychologist Michael Rosenthal of the Child Mind Institute. Dr. Rosenthal is an author of a new study on executive function problems in teens with ASD and intelligence quotient scores of 70 or above.

People use executive skills when they make plans, keep track of time, remember past experiences and relate them to the present, change course if they hit a roadblock, ask for help, maintain self-control and work successfully in a group. 11

Something as mundane as food shopping requires multiple executive skills, Dr. Rosenthal said.

"First you need 'initiation' skills to get yourself off the couch. The next step is to 'plan and organize' a list of the items you need to get. You need to think about how many meals you need to make and how much money you have in the bank. Let's imagine the first thing on your list is pears, but when you go to the produce section, the pears are all bruised. You have to have the 'cognitive flexibility' to say, 'Instead of pears, I will buy apples.' You need 'inhibition' to keep from going to the candy aisle, and your 'working memory' will help you keep track of the items you've purchased," he said.

Teens with autism mature at a slower pace in executive skills, according to his research. They may have particular trouble with flexibility, organization, initiating activities and working memory. 10  "In kids with autism spectrum disorder, cognitive flexibility is the standout problem for them and seems to remain a problem as they get older," Dr. Rosenthal said.

Facing The Demand of High School

Meanwhile, the demands on teens increase dramatically. By high school, students are expected to change classes hourly, keep track of books and assignments for each class, follow complex directions, complete multi-phase projects, and turn in homework on time.

Amy Keefer, Ph.D., a clinical psychologist at the Kennedy Krieger Institute, said schools and parents can help teens who struggle with planning, organization and other executive skills.

"Teens on the spectrum will require a greater level of external supports from family and the school," Dr. Keefer said. Those supports may take the form of frequent parent-school communication, teachers checking assignment books to make sure they're filled out correctly, and teachers helping students break down projects into smaller steps, with due dates for each step, she said.

Many elementary schools provide those types of organizational supports, plus help with social skills, she said. However, educators often reduce or eliminate such help in middle or high school, when students are expected to be more self-sufficient.

"In general, as you move up the grades, the amount of support and scaffolding you get from teachers drops off," agreed Dr. Rosenthal.

That can cause problems. "For most kids on the spectrum, they need those supports throughout their school careers," Dr. Keefer said.

At home, teens may need continued help with homework and daily activities even though they desire more independence. So-called teen rebelliousness creates special problems for students who still need a lot of guidance and for parents who are used to providing it. "It's hard for a lot of parents to let go, and it's hard for a lot of parents to continue to be the 'helper,' because of the resistance they get from their child," Dr. Keefer said. In those instances, the teen may benefit from working with a counselor or psychologist, she said.

Preparing For Puberty

Tweens and teens on the spectrum may need more direction than their peers in other areas, especially understanding puberty and sexual development.

In  Growing Up On the Spectrum , autism researcher Lynn Kern Koegel Ph.D. urges parents to begin teaching their children about puberty early, "so you can prepare your child before he or she gets unnecessarily alarmed over perfectly natural body changes." 12

Do not assume that children with ASD will understand how to apply the lessons of school health class to themselves, Dr. Keefer said. "Often I see young men and ladies who have a good understanding of the biological underpinnings of reproduction, but no understanding of what that means to them as a person or how it relates to social and dating behavior, including how to maintain personal safety."

Teens with ASD may not intuitively know what types of information and bodily activities should be private, Ms. Sicile-Kira said. For example, a teen girl may need to be told not to discuss menstruation at the lunch table.

Grooming and Personal Hygiene

Some teens may need reminders to shower and shave. They may not understand the importance of grooming to social acceptance, or they may have less social motivation to smell and look clean. "They may be rejected because of poor personal hygiene but may not connect one to the other, or they may not have the skills to address the issue," Dr. Keefer said.

Ms. Sicile-Kira recommends doing detective work to determine why your teen is shower-averse. Does he understand the importance and mechanics of good hygiene? Is the problem sensory? Suppose he hates the sensation of water pounding on his body from a shower head. If that's the case, she said, "Give him a plastic cup to pour water on his head, so he has control over the flow of water."

Even with good hygiene, adolescence can be a time of frustration or uncertainty for almost anyone. The social world – with its cliques and pecking order – becomes decidedly more complex during high school. Factor in dating, with its own set of unwritten rules, and students with ASD may feel adrift.

Problems with social and communication skills can leave them particularly vulnerable to bullying. IAN research shows that children with ASD are bullied at a much higher rate than their unaffected siblings, and that bullying spikes from fifth to eighth grades for them. 13

Finding a Place in the Social World

Even if they escape bullying, many teens with ASD struggle with social isolation. A large national study of teens receiving special education services revealed that students with ASD were less likely to take part in social activities than adolescents with speech and language disorders, learning disabilities or intellectual disability. 1

More than 40 percent of the teens with ASD never saw friends outside of school. Half were never invited to take part in activities. For 54 percent, friends never called. 1

A smaller study found that "social withdrawal worsened with age for a substantial proportion of youths" with ASD between ages 9 and 18, regardless of IQ. 2

"Teens say actually the hardest part [of adolescence] is not having friends. People think they don't want to have friends, but they do," Ms. Sicile-Kira said.

Dr. Keefer said many teens and young adults with ASD want, at a minimum, to be accepted. "There is a desire to be accepted, to have people around you who are nice to you and with whom you can share your interests," she said.

The "special interests" common to autism can be an escape from social interaction, if a teen occupies himself solely with his favorite topic. "But, if used correctly, those special interests can be a way to connect with other people. An interest in gaming, for instance, is often a way for teenage boys to connect with one another," Dr. Keefer said.

Parenting during the teen years can be difficult, but there are also rewards, Ms. Sicile-Kira said. "There are some years that are tough, but when your children's personalities come out, it's great," she said.

Ms. Sicile-Kira continues to learn new things about her son, who has some verbal skills and types to communicate. He recently started painting and has sold some of his artwork. "You can never give up because you have to be open to whatever opportunities present themselves," she said.

Additional Resources: 

• Is your child getting too old for the pediatrician? See  Leaving the Pediatrician: Charting the Medical Transition of Youth with Autism
• What happens  after  high school? Read  Coming of Age: Autism and the Transition to Adulthood
• See IAN's  Adults with Autism  section.

References: 

• Shattuck, P.T., Orsmond, G.I., Wagner, M. & Cooper, B.P. (2011) Participation in social activities among adolescents with an autism spectrum disorder. PLoS One. 2011;6(11):e27176. View  abstract .
• Anderson, D.K., Maye, M.P. & Lord, C. (2011) Changes in Maladaptive Behaviors From Midchildhood to Young Adulthood in Autism Spectrum Disorder. Am J Intellect Dev Disabil. 2011 Sep;116(5):381-97. View  abstract
• Chowdhury, M., Benson, B.A. & Hillier, A. (2010) Changes in Restricted Repetitive Behaviors with age: A study of high-functioning adults with Autism Spectrum Disorders, Research in Autism Spectrum Disorders v4 n2 p210-216 Apr-Jun 2010. View  abstract .
• Shattuck, P.T., Seltzer, M.M., Greenberg, J.S., Orsmond, G.I., Bolt, D., Kring, S., Lounds, J. & Lord C. (2007) Change in autism symptoms and maladaptive behaviors in adolescents and adults with an autism spectrum disorder. J Autism Dev Disord. 2007 Oct;37(9):1735-47. View  abstract .
• Smith, L.E., Maenner, M.J. & Seltzer, M.M. (2012) Developmental trajectories in adolescents and adults with autism: the case of daily living skills. J Am Acad Child Adolesc Psychiatry. 2012 Jun;51(6):622-31. View  abstract .
• Spence, S.J. & Schneider, M.T. (2009) The role of epilepsy and epileptiform EEGs in autism spectrum disorders. Pediatr Res. 2009 Jun;65(6):599-606. View  abstract .
• Goldman, S.E., Richdale, A.L., Clemons, T. & Malow, B.A. (2012) Parental sleep concerns in autism spectrum disorders: variations from childhood to adolescence. J Autism Dev Disord. 2012 Apr;42(4):531-8. View  abstract .
• Baker, E., Richdale, A., Short, M. & Gradisar, M. (2013) An investigation of sleep patterns in adolescents with high-functioning autism spectrum disorder compared with typically developing adolescents. Dev Neurorehabil. 2013 Jun;16(3):155-65. View  abstract .
• White, S. W., Ollendick, T., Albano, A., Oswald, D., Johnson, C., Southam-Gerow, M. A., Kim, I. & Scahill, L. (2013). Randomized controlled trial: Multimodal anxiety and social skill intervention for adolescents with autism spectrum disorder.  Journal Of Autism And Developmental Disorders , 43(2), 382-394. View  abstract .
• Rosenthal, M., Wallace, G.L., Lawson, R., Wills, M.C., Dixon, E., Yerys, B.E. & Kenworthy, L. (2013) Impairments in real-world executive function increase from childhood to adolescence in autism spectrum disorders. Neuropsychology. 2013 Jan;27(1):13-8. View  abstract
• National Center for Learning Disabilities Editorial Team. (n.d.)  What Is Executive Function?  Retrieved from  http://www.ncld.org .
• Koegel, L.K. & LaZebnik, C. (2009) Growing Up on the Spectrum. New York, NY: Penguin Group, p. 160.
• Anderson, C. (March 26, 2012)  IAN Research Report: Bullying and Children with ASD . Retrieved from  http://www.iancommunity.org .

PFA Tips: Homework Tips

By Caitlin McAndrews, Esq., Partner at McAndrews, Mehalick, Connolly, Hulse, Ryan and Marone P.C.

Download a printable version of PFA Tips: Homework Tips

Start with a break If your student needs a break from the day before diving into homework, set a specific break with a defined time. Many students with executive functioning weaknesses have difficulty initiating tasks, and while they may need a break between school and homework, too much of a break will lead to reduced momentum and significant difficulty returning to a school mindset. Allow your student 20 minutes to have a snack and read a magazine, and do not be afraid to set a timer. Try not to use TV as a break – it can be much harder for your student to switch their brain from passive TV watching back into school mode.

Establish a homework routine Set a consistent time and place in the home, with relatively few distractions. Start each homework session by listing the tasks that need to be completed and assessing which are the easiest and which are the most difficult. Attack these tasks in a consistent manner. For some students with initiation problems, it can be best to start with an easy task to gain some momentum. For other students who get easily distracted or whose mental energy wanes fast as the evening passes, it is best to start with the hardest task, while they are more awake. For these students, sometimes starting with an easy task has the unintended consequence of the student spending too long on an activity that they could complete more quickly if under more time pressure.

Chunk blocks of time for assignments After listing homework tasks and before beginning work, have your student estimate how long each task will take to complete. Add all the time up and discuss a block of time that can accommodate each task, plus breaks (more on that below). Actually schedule “Homework” on the student’s calendar, ideally one that they can visually see the time block. Finally, and most importantly, have the student time herself as she completes each task and write it next to her original estimate. Over time, look at which tasks she consistently overestimates and which ones she consistently underestimates. We all have a tendency to underestimate the time we will need to complete a task, but sometimes students with executive functioning weaknesses will overestimate the time a task will take, thinking it will be much more difficult than it actually is. For students who consistently do this, see the next tip!

Address initiation difficulties For students who have initiation difficulties and those who consistently overestimate the time and effort a task will require, long-term, large projects are a particular challenge. Set a timer for 15 minutes and tell your student he needs to start the task and work diligently for the entire 15 minutes, and then you will stop him. Many times these students are surprised at how much they accomplish, and removing the pressure to complete the whole task allows the student the freedom to start.

Similarly, it can help to focus a student’s attention on just the first steps in front of her. Invite your child to list the first three things she needs to do on a project. Rather than thinking of the entire assignment, which may only overwhelm, ask her to concentrate on just those first three steps. Then, once she has completed the first three steps, brainstorm the next three and pick a time for when the student will complete them. In this way, she begins tackling a larger assignment in smaller, more manageable pieces.

Request an Assistive Technology assessment For students who struggle with organizational skills, particularly remembering materials and planning their time, request that your school district conduct an Assistive Technology assessment. In particular, the following assistive tech components may be useful to your child: Scanned documents: If your child constantly loses homework papers, it might benefit him to receive and complete assignments electronically Electronic calendar: Many schools now use Chromebooks, which come with the capability to use Google’s calendar program. An electronic calendar can be very valuable to a student who loses track of paper planners, but he needs to be explicitly taught how to use this tool. For example, if a student puts an assignment on its due date, but does not set reminders or block off time to work on it in advance, marking the event itself will not do the student much good. Sync your student’s computer calendar with their phone, which he is much more likely to keep on him.

Create an order for tasks Establish a consistent homework “order of operations” based on how your child works best. One technique that can help with both planning and easing homework anxiety is to list all tasks that the student needs to complete, then to put them in order of easiest to hardest. Identify the rhythm that works best for your child. Everyone is different, but most students will need to do the hardest assignment sometime toward the beginning of their homework time, before they get over-tired. A student may tackle tasks from hardest to easiest, going backward through the list. Others might need to start with one easy assignment, then alternate with hard and easy assignments until they finish in the middle of the list.

Take breaks Plan natural breaks in your child’s homework time. Typically, a break should give the student a chance to step away without being so long that she can’t return to task. Where possible, use natural activities that are different but not far more desirable than homework and can help contribute to the family, such as getting the mail or setting the table.

Reward over punishment Identify a “reward” for your child to receive after completing homework. This can both validate for your child that you understand how homework can be and gives him an incentive and something to work toward. Try to avoid circumstances that would cause the child to “lose” the reward, even when fights get bitter. (E.g. do not say, “If you do not finish that assignment by 7:00 p.m., no TV tonight!”) When a child loses his chance of earning a reward, he has little incentive to keep working.

Investigate homework accommodations through your child’s IEP Talk to your child’s teacher and IEP team. Though homework will almost certainly be a part of your child’s life at some point, the focus should be on quality over quantity. The homework students do get should be meaningful practice, not busy work. All students in your child’s class might benefit from a constructive dialogue between parents and teachers about what amount of homework is good for your population. Even if decreasing the amount of homework teachers assign is not an option, it might be appropriate for your child’s IEP team to consider reducing homework as an accommodation. If the previous tips do not help decrease tears, fights, and work refusal, you may want to discuss an individual change with your child’s school team.

Additional Resources

Education tips and articles

PFA’s Autism By Age Within each age, see the category Education

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5 Things You Can Do to Improve Your Child with Autism’s Concentration

Have you ever stopped to consider how your child experiences the world? For children with autism it’s almost as if everything is filtered through a unique lens which heightens even the faintest sounds, smells and tastes. This inundates an autistic child with so much excess data to process and make sense of that they’re often left feeling overwhelmed. For many children with autism, this can make something as simple as concentrating seem like an impossible task.

The autistic brain is truly fascinating. While overwhelm and sensory overload often lead to a lack of focus, there are times when those with autism will be hyperfocused. This is often when something piques a person with autism’s interest and could include things like moving parts of cars, trains, or even a book. One person with autism described how when reading a good book she can become so engrossed she’ll lose track of everything: “When I love a book I read and read and then all of a sudden it’s 4:45am and I have no more book left. Or 8am. Or two days later.”

Why do children with autism struggle with focus?

What’s interesting and unique about how children with autism focus is that they have an inability to evaluate what’s important and needs to be focused on. Some studies which looked at the brain activity of those with autism suggest that when presented with two tasks and told to focus on one of them, most people with autism can’t shift their attention or focus. This is because an inability to understand which task is more important.

Another study which explored why children with autism struggle to concentrate, explained that this inability stems not only from a developmental delay, but also whether or not a child is interested enough to focus. This suggests that rather than an impairment, a lack of focus is actually a choice. So it seems all you have to do is give your child something that interests them and you’ll have their undivided, hyperfocused attention. If only it was that simple!

What can you do to improve your child’s concentration?

The reality is that your autistic child won’t be interested in everything, and can’t change that. What you do is work on honing your child’s ability to concentrate. To help you get started, we’ve put together some practical tips that you can start implementing today.

1. Teach your child to make eye contact

Learning to make eye contact is an important skill, and something that may help your child pay attention to what’s outside their realm of interest. Keep in mind that this may take some time. Be patient and break the process down into fun, game-like steps that your child can enjoy.

How to get started:

• Call your child’s name and place a favorite toy within their line of sight
• Gradually move the toy towards your eyes
• Your child will eventually have to look you in the eyes to look at the object
• With enough practice, your child will begin to look you in the eyes when you call their name

2. Engage your child in activities of interest

Playing with your child is an effective and rewarding way to develop your child’s ability to focus. It’s important to only choose activities that your child enjoys and finds interesting. Ideally this should be an activity that involves other people so your child gets to interact and focus on something.

• Pick a fun and interactive activity your child enjoys
• This could be something like a ball game
• Spend time playing or engaging in this activity with your child
• The right activity will help your child focus on nonverbal cues (tone, body language)

3. Make close-ended activities a priority

Because you’re trying to develop your child’s ability to concentrate, you should engage your child in short activities with a definite goal on a daily basis. This will help keep your child motivated, and will prevent your child from losing interest in the activity.

• Pick a close-ended activity like threading beads on a necklace
• Once your child has mastered a simple close-ended activity, increase the difficulty
• Be sure to praise your child as soon as they complete the task
• If your child really struggles with focus, you can get an egg timer so your child can see how long they have to focus for

4. Repeat what your child says and does

A good way to make your child more aware of their actions and to help them focus on an interaction is to repeat what they say and do. This should not only attract your child’s attention, but may make your child curious to see what you do next. The idea is that this should turn into a game where you both take turns imitating each other.

• Copy your child’s actions like facial expressions, body language, gestures and language
• Once you’ve got your child’s attention and they’re expecting you to imitate them, change things up by doing your own actions
• Encourage your child to copy you

5. Praise your child for paying attention

When you notice your child concentrating, be sure to reward them. The important thing is not just to praise the behavior, but to be as specific as possible. You want your child to know you’re proud because of something in particular that they did. Instead of saying something like: Great job! I can see how you concentrated. It would be better to say something like: Great job for focusing on me when I said your name!

• Pay close attention to your child’s behavior
• Praise your child when you see them focusing on something
• Make sure your feedback is positive, easy to understand and specific

Many children with autism struggle to concentrate on things that don’t interest them. While this isn’t an easy skill to master, with enough practice you should be able to improve your autistic child’s ability to focus. What tips do you have for improve a child with autism’s ability to concentrate? Share your suggestions in the comments below.

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Regarding number 1 – NO. If your autistic child does not make eye contact, DO NOT FORCE THEM TO!

In fact, forcing eye contact with autistics can result in a serious lack of ability to concentrate on anything. There are two main reasons I’ve heard for why my fellow autistics don’t make eye contact. One is that meeting someone’s eyes feels like a threat (in much the same way dogs and cats can feel like it’s a threat); my best friend falls into this category. The second is that there’s something very overwhelming, sensory-wise, about meeting someone’s eyes. Either way, it can absolutely destroy an autistic’s ability to concentrate. I happen to be in the minority in that I don’t tend to have difficulty with eye contact, but put me in a situation where I have to absorb what I’m listening to, or concentrate on it to analyze it, and I have to close my eyes in order to focus.

So no. Stop trying to force eye contact. It does absolutely nothing to help your autistic child, and in fact makes everything a great deal more difficult for them.

The autistic who described how she will get lost in a favourite book.

[…] and provide them with positive emotional support. Check out some of these tips on how you can help your child concentrate in school, excel at their tests, and ultimately land that perfect […]

Eye contact for some autistic people is completely overwhelming, please don’t force eye contact. If you HAVE to, ask them to look at your ear or your nose, or just toward your face when you’re speaking to them, but emphasize why. Tell them that it helps you understand that they’re paying attention. Forcing eye contact for me is a guaranteed way to shut me down. The eye contact is the ONLY thing I can pay attention to and whatever it was that was so important is completely lost. You have to pay attention to YOUR child and YOUR CHILD’S needs. DO NOT FORCE EYE CONTACT.

Hi, I am an EA at a middle school and I am working with two autistic kids. one of them has a good ability to memorizing the names and languages, but he has a big problem with concentrating on task.he can read but just very simple words and most with memorizing the Also he has a very low motor skill as well. I love to help him in this regard but really hard to find out the works to mach his ability. I am looking for any advise that help me. thanks in advance

Hi, just letting you know that teaching ‘eye contact’ can be harmful for autistic children. And also, the autistic community prefers ‘autisticsperson’, rather than ‘person with autism’.

I agree with Trudy Goold here – you should NEVER ever force a child with autism to make eye contact. Trust me (as an autistic human) it does a lot more harm than good. Firstly I cannot (and most other autistics feel the same or similarly) concentrate at all when making eye contact. Secondly, many autistics actually find it painful to make eye contact, it you ‘teach’ them to make eye contact, all you’re actually teaching them to do is to keep that pain bottled up, which is a horrific thing to do. Finally, making eye contact is exhausting for many autistics (me included!) it takes so much effort and energy (I recommend you look into spoon theory to fully understand this) that it leaves little energy for more important, nice things. Thanks for reading!

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URGENT ALERT: Record drownings of kids with autism

There’s been a dramatic spike in drownings of children with autism this summer, with three more kids drowning just this week, raising the total to 26 children.  

“It’s been the worst summer on record for autism and wandering in terms of fatalities,” said Lori Mcllwain, co-founder of the National Autism Association (NAA), whose son has autism. “We’re trying to get the word out to parents to be extra vigilant. We usually see two or three deaths per month on average. Now we’re seeing two or three a week.” 

Today, in conjunction with NAA, the National Center for Missing & Exploited Children (NCMEC), is releasing an urgent alert to remind the public and first responders to SEARCH WATER FIRST when a child with autism is missing. Children with autism often wander, or bolt, from safe environments and many are drawn to water. 

John Bischoff, who oversees our Missing Children Division, said NCMEC knew we had to do something more when we saw this shocking increase.  

“We want to urge people to be more vigilant,” Bischoff said. “It’s important that everyone understands what to do in these fast-moving situations, not just the families of these children. You could save a life.” 

At his home in Boise, Idaho, during his 5th birthday party, Matthew Glynn was surrounded by loving family members and friends celebrating his big day. In an instant, he was gone.  

Boise police knew to focus their search on water and issued a “Code Red” alert to cell phones and landlines within an eight-mile radius and used scent dogs, ATVs, dive teams and drones to search for the non-speaking child wearing Batman pajamas. They played the nursery rhyme, “Wheels on the Bus,” in the hopes Matthew would respond by making loud noises to his favorite song.  

Matthew, who vanished just before 6 p.m., was found nearly 20 hours later about a half mile from his home in a canal. He had drowned.  

Tragically, the traumatic scene in Boise has been playing out in many communities across the country this summer with 26 drowning deaths of children with autism, just since June 1, according to the NAA. And these are just the cases they know about. There are likely many more, Mcllwain said. 

Bodycam captures Hillsborough County sheriff’s deputy rescuing a 5-year-old girl who wandered from her Tampa home and walked straight into a swampy area in her summer dress.

In Tampa, when a 5-year-old girl vanished, an alarm alerted her dad that she had taken off.  Parents often go to great lengths to keep their children safe, sometimes sleeping by their beds, buying special door locks, alarms and tracking devices, even nailing windows shut, a safety hazard itself.  

Most of the children who drowned this summer were nine or younger and were found in natural bodies of water, particularly ponds, Mcllwain said. In addition to 26 drownings, there’ve been 12 very close calls and some “extraordinary rescues” in which the missing children were rescued in water when they were found, she said.  One child was hospitalized in intensive care and, in another case, the father drowned trying to save his child. The aunt was able to pull the child to safety. 

On the same day that Matthew’s body was found in a canal, a 5-year-old boy was rescued after he wandered from his home in Florida and made it into a pond. “I thank God a lot for putting me in that position,” said Volusia County Sheriff’s Deputy Wes Brough, who spotted the child in the pond and brought him to safety.

“These rescues have been in the nick of time,” said Mcllwain. “We tell everyone to call 911 immediately. Avoid going door to door – search all nearby water first. Those first few minutes, even seconds, are critical.” 

Like the birthday boy in Boise, children will often wander from family gatherings, sometimes to get away from the noise and sensory stimulation. Mcllwain said family gatherings are one of the highest risk factors in these tragic cases, and singing happy birthday is a common trigger. With a large group of people, it can be easy to think someone else is watching the child, and by the time they become aware the child is missing, the child has already gotten a head start. 

Most instances of wandering occur during warmer months when children are playing outside or when they’re in unfamiliar places on vacation or after a move. Despite the best efforts of first responders in Boise, Matthew was one step ahead of them – even in his bare feet, walking or running on his tip toes, as he would do, for half a mile. Police Chief Ron Winegar had urged the public to check their surveillance cameras for any glimpses of the boy. 

“We are heartbroken over this development today,” the police chief said on Aug. 6, the day Matthew’s body was recovered from the canal. “The water was initially our biggest concern and a large focus of our efforts. We want to thank our many partners for their response as well as the public for their willingness to help another member of our community in a time of need.” 

Here at NCMEC, we offer training and special search protocols for law enforcement and first responders to follow when a report comes in that a child on the autism spectrum is missing.  

We also provide resources to help communities host Sensory Friendly Events to foster positive relationships and understanding to better support children on the autism spectrum. For downloadable information and tips go to: https://www.missingkids.org/theissues/autism  

The NAA also offers free prevention resources and safety tips for parents, relatives and caregivers, including a family emergency plan to help families and neighbors pre-organize response strategies. Go to https://nationalautismassociation.org/resources/wandering/ ) 

Topics in this article

Missing Children

Missing & Exploited

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