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Your TomTag guide to an autism-tastic Christmas

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Christmas. Love it or hate it, it’s coming our way again – sooner than you think!

Because we know that this can be such a difficult, fraught and stressful time of year for families like ours, we’re sharing our best Tom Tag tips for an autism-tastic Christmas. 

Follow these tips of planning, preparation and patience to get ready for an autism-friendly Christmas that’s just right for you and your family.

PART 1: Planning

#1: Project Christmas: Decide what’s the best way to ‘do’ Christmas for YOU and YOUR family

We love this idea from the Gina Davies Autism Centre. Grab a cuppa, a notebook and pen and start planning. Think about the whole upcoming Christmas period, not just the day itself. Reflecting on what was stressful last Christmas is a good starting point.

  • ✍Make a list with four columns headed up Achievable, Desirable, High Risk, Impossible!
  • 🤔Think about what is planned or expected over Christmas and place each activity under one of the four columns.
  • 🗞Keep your plan to hand and add to it as necessary.
  • 👏Don’t aim for 100% – if you can manage most of the achievable, one or two things in the desirable column and manage to come through everything in the risky column be proud of yourself – you’ve helped your family enjoy the bits of Christmas that work for them.

#2: Make a personalised ‘All about Christmas’ visual guide to show all the different things you might find or do at this time of year.

For example, a photo collage or Christmas scrapbook showing Christmas objects, Christmas food and activities that only happen at Christmas e.g. meeting Father Christmas or pulling Christmas crackers. You could also include pictures of your family celebrating Christmas.

Children with autism tend to forget social information so a permanent visual guide is a great way to remind them what Christmas looks like.

#3: Talk to your child’s school or support team so you know what different things they might be doing and when.

Ask them if they have a copy of this excellent autism advent calendar for schools from the National Autistic Society. If not, print a copy off for them to use to help your child manage during the Christmas period at school.

Have a meeting with your child’s teacher to plan together how you can help your child cope with the activities coming up. Keep communication going throughout the Christmas period with a ‘Home- School’ book such as the lovely one available from That Beautiful Mind.

#4: Take time to sit down with your child and talk through anything they might be finding confusing or unsettling about Christmastime and all its festivities.
It’s often the little things we don’t even notice that can seem so huge to them.

Look back at your Christmas plan (see Planning tip #2) and for each planned activity or event, make a two-column list headed ‘Concerns and Solutions’. Ask your child what concerns they may have and then together think about and write down a solution.

For example…

  • 🏘 a visit to family or friends
  • 😟 worry about what they will drink
  • 👍agree to take their favourite drink or ask the hosts whether they have it.

This think-say-do approach is a great way for dealing with uncertainties that occur throughout the year not just at Christmastime.

#5: Make realistic plans for your shopping needs.
Choose quieter times of day, take a list, use a babysitter, bring snacks, shop online.

Christmas shopping with a child who has autism is definitely a high-risk activity! Sounds, lights and the hustle and bustle of crowds – it’s easy to see why meltdowns occur and shopping trips are abandoned. There’s no need to be superhuman. Keep it simple, practical and do-able!

#6: Talk about social rules and different expectations that people might have around Christmastime.

Christmas is usually a time of increased social contact and festive events with family and friends. Use a visual schedule to show what’s going to happen before any visitors come to the house or when going to parties, visiting family and friends. Roleplay and practice greeting visitors appropriately and saying please and thank you.

#7: If your child has little or no interest in typical toys, make a list of alternative gift ideas that you can suggest to relatives and friends when they ask what presents they can buy.

Sensory Direct have a wide range of sensory toys and equipment for autistic children. You could also suggest something small and inexpensive and ask that any money left over is put towards an activity that your child enjoys or time with a favourite babysitter.

#8: Make sure visual schedules are updated to show any changes to routine or special festive events.

Using a visual schedule, like TomTag, at home or school is a great way to make sure that children with autism (like ours) know about and can prepare themselves for anything different that’s going to happen.

In our experience, front-loading any changes to routine early on means that they can be coped with. Later changes to routine (however small) can cause distress and anxiety. Check out our I know what to expect at Christmas and birthdays kit for ideas.

#9: Let your children help to choose and put up the decorations in and around your home.

Christmas decorations can be disruptive to children with autism. Consider decorating gradually over a few days so they are not overwhelmed immediately. If inside decorations are too much then decorate outside the house only.

Twinkly, shiny, glittery Christmas lights whilst enjoyable to look at can lead to sensory overload. Consider limiting the number on display and choose lights that have different settings you can control.

PART 2: Preparation

#1: Keep sensory armour to hand for trips to the shop, parties and other festive events where sensory experiences can easily become overloads

Sensory armour could include:

  • 🎧 headphones to cut out some of the noise and sound
  • 🧢 a cap to help shut out some of the flashing lights or people
  • 🕶 dark glasses to reduce the light intensity
  • 🧸 a favourite comforter for reassurance
  • 🍪 small portions of snacks to help when things get tricky

#2: Prepare for visitors and visits from family and friends by talking to your child about who they are going to see and how to greet them

A personalised visual checklist is a great way to show your child who all the family members are that they may be meeting and what an appropriate social contact might be for each group. You can find appropriate symbols in our Christmas & Birthdays sticker pack (links below).

#3: Leave some areas of the house undecorated so there’s always a quiet place for your child to retreat to if they need it

Flashing lights, glittery objects and jingling bells all around the house are natural triggers for sensory overload. Having a Christmas – free zone to escape to can help bring stress levels caused by sensory overload down to more manageable levels.

#4: Discuss the escape plans that it’s ok for your child to use if everything gets too much for them

Having a calm and quiet place to escape the noise and bustle of Christmas is crucial. Agree with your child how they will let you know that they need to use it. For us, Tom showing me a simple red card when he’d had enough worked well.

#5: Think and talk about the extra social demands that might trigger anxieties or sensory problems

Spending time with family and friends, the expectation to be ‘happy’ and join in can be stressful for all of us – particularly for children with autism.

Use a visual schedule to explain what is going to happen and try to avoid social visits on consecutive days to allow for some downtime.

#6: Advent calendars are a great way to prepare for and understand the count down to Christmas

We love this idea from The Autism Page for a Christmas Book Advent Calendar. It combines the excitement of unwrapping a new Christmas book each day with the benefit of using the books to build up an understanding of Christmas.

#7: Be prepared that your child might not be able to sit at the table for as long as you would like (or maybe not at all). Warn your host if you are not having Christmas dinner at home.

It can be stressful to have your child’s behaviour ‘on display’ to family and friends at shared meals. Be practical, realistic and upfront about it. If your child only sits at the table for say three minutes usually then Christmas day is unlikely to be any different. Take turns to supervise them or provide them with something to keep them occupied.

Keep working on mealtime skills at home and maybe next year will be different!

#8: For children who won’t eat a traditional Christmas dinner or the main meal you’re serving, prepare and freeze their meals in advance to reduce workload on the day

Just don’t forget to get them back out of the freezer in time! 

#9: Consider your child’s sensory needs when wrapping up presents. There’s lots of great alternatives to traditional Christmas paper such as foil or fabric.

The choice of alternatives will depend on whether the sensory issues relate to over or under sensitivities. Aluminium kitchen foil is brilliant for quickly wrapping all sorts of odd shapes and sizes as well as being shiny and noisy if your child likes that kind of sensory input. For something more gentle, calming and simple to open, try fabric tied with a ribbon where just a quick pull will reveal the gift. The bonus is that these options are eco-friendly too.

#10: If toys need assembling or batteries putting in before they can be used, do this before wrapping them up so that they can be played with straight away on Christmas day

It’s always worth checking inside boxes and packaging even if you’re not expecting there to be any assembly required as those pesky ties and tape seem to get everywhere!

PART 3: Patience

Coming up on 30th November

Useful resources:

  • cover image sticker pack christmas & birthdays

    Christmas & birthdays

  • cover image download christmas

    Christmas survival guide

  • cover image what to expect at christmas kit

    I know what to expect at Christmas & birthdays

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The Challenge in Challenging Behaviour

If someone cannot tell you how they feel they will try to show you how they feel.

Language is one way to convey emotion, but of course it is not the only way: sign language and symbol communication systems such as TomTag feelings tags are equally as effective. People will express their feelings through their behaviour when they either 1) do not have a communication strategy to hand, or 2) when they themselves cannot identify the feelings they are experiencing.

You will have heard the phrase challenging behaviour. And you will have come across the common misconception that it should be stamped out. The behaviour is communication, we do not want to stamp that out.

Consider what the challenge actually is:

  • The person exhibiting the behaviour is being challenged by a problem in their own life.
  • The challenge they are setting you is to work out what that problem is and to help them solve it.
  • Their behaviour is simply the communication tool they are using to alert you to the problem.

When faced with behaviours that challenge you, if all you do is try to prevent the behaviour you will not escape the challenge. Suppose the behaviour I am using to express my difficulty with the world as I find it is to hit my head against a wall, and you put a helmet on me to stop this from hurting me. Although my head is safe you have silenced my communication, so I will need to find a new way to express the difficulty, perhaps I will bite myself, or hurt you. I am not doing these things maliciously, I am just seeking to be understood.

Helping me to recognize and then express my emotions using communication strategies such as signs or symbols gives me a way to express my difficulties clearly to you without needing to resort to challenging behaviour. You need to ensure these communication methods are as effective as behaviour for me, I want to be sure that I get as much help when I point to the symbol for ‘sad’ as I used to get when I expressed ‘sad’ by hurting myself.

The word challenge is right. It is a challenge to work out what someone else is communicating to us, especially when we are trying to do that for someone who doesn’t communicate using traditional communication methods or for someone who experiences the world in a different way to us, due to sensory differences or neurodiversity.

On my course Exploring the Impact the Senses have on Behaviour, we do just that! When behaviours stem from sensory causes they require a different response from behaviours whose origins are elsewhere. Behaviour triggered by the senses can be low level niggly gripey grumpy type behaviour or it can be big explosive behaviours such as biting, kicking and lashing out.

When explosive sensory behaviours occur hormones flood the brain and a person loses access to their ordinary channels of communication; language, signs and symbols no longer work. On Exploring the Impact the Senses have on Behaviour we look at how we can communicate in a sensory way to support that person. We look at how practices such as externalizing emotional regulation and using symbol support (e.g. TomTag) to express emotion can help avoid crisis situations. We also do the sensory detective work to better understand the triggers for these behaviours and how we can avoid them.

Connect with Joanna to learn more about her remarkable work and brilliant, interactive, training courses.

TheSensoryProjects.co.uk

Facebook @TheSensoryProjects

Twitter @Jo3Grace

Linkedin Joanna Grace

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    Feelings & emotions

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    Feelings tag-o-meter

  • I can do it – manage my feelings

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    I can do it – share how I feel

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Coping with a family Christmas for an anxious teen with autism


For my son, Tom, thinking about our family Christmas meal is causing him anxiety. Spending time together and creating memories over a shared meal – it’s what many people love about Christmas – but it’s not so easy for an anxious teen with autism. Continue reading Coping with a family Christmas for an anxious teen with autism

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Back to school – help with anxiety and organisation

school girl carrying rucksack with packing checklist attachedYou’ve got the uniform, the new shoes, pencil-case and stationery and they’re all neatly labelled with your child’s name – but being ready to start or go back to school isn’t just about having all the right kit.   

Starting school for the first time, going to a new school or moving to a new class, teacher or environment are some of the biggest transitions in a child’s life. It’s normal to feel anxious or worried at times of transition or change and the routine and environment of daily school life can present many challenges in itself for some children. It can often be difficult for children to understand and express these feelings and know how to cope with them effectively. If a child can share their worries and concerns with their parents and teachers it will be easier to help them develop good coping skills and strategies. 

My TomTag Feelings Notebook is an ideal tool for communication between child, parent and teacher. It helps a child to express, understand and communicate their feelings and anxieties. Parents and teachers can better understand the causes and triggers for a child’s anxiety or behaviour, by identifying patterns over a number of days or weeks. This written record can help them to work in partnership to give a consistent and coordinated level of support to the child. 

The TomTag Share how I feel tag and Manage my feelings kit are additional complementary products that can be used in conjunction with My TomTag Feelings Notebook to help a child further explore, express and understand their feelings and emotions.

The brand new lunch box you bought just a few weeks ago gets left on the kitchen table in the rush to get everyone to school on time – what now? Arriving at school without all the right kit for the day ahead is a common cause of anxiety and stress for many school children. Not being able to take part in activities, being in trouble with teachers, not being comfortable and having attention drawn to them are all unwelcome consequences of forgotten pe-kits, lunchpacks, jumpers and the like. TomTag’s I can do it – pack my bag for school kit is a simple checklist that attaches to a child’s school bag to remind them what they need to take to school and bring home again each day.

We’ve created some new amazing value bundles incorporating all these products to help you prepare and support you child as they head back to school or if they’re starting school for the first time. Click on the product links below to find out more about each product and details of our bundles. 

  • cover image sticker pack feelings & emotions

    Feelings & emotions

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    Feelings tag-o-meter

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    I can do it – back to school bundles

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    I can do it – feelings bundle

  • I can do it – manage my feelings

  • I can do it – pack my bag for school

  • cover image for share how I feel minikit product

    I can do it – share how I feel

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    My school kit

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    My TomTag Feelings Notebook

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Feelings thermometer and diary

It’s often the simplest things that have the biggest impact.

A seemingly simple thing that gets forgotten, ignored or left unnoticed can cause a big problem down the line. Simple ideas, simple tools, simple changes might be all that’s needed to solve a problem or do a better job than a complex solution.

A Share how I feel tag, with its thermometer-style colour faces scale, has to be one of the simplest uses for the TomTag system but since introducing it less than nine months ago has become our best selling product.  It can be used in lots of different ways which is perhaps one of the keys to it’s success – we’ve given some ideas in this free download guide.

Having recommended in our guide that using a feelings diary can help to identify patterns of emotions or behaviour and the triggers that could be causing them, we decided to make our own! 

My TomTag Feelings Notebook

Keeping a diary gets you into the habit of noticing and naming how you feel in different situations throughout the day or at times when you feel most anxious or worried.

There’s a scale for rating the strength of your feelings and a guide to help build up a vocabulary to describe your different feelings and emotions.

By making notes about what happened during the day or at key points you can start to build up a picture over time  which helps you to see patterns and identify the common triggers or stressors. Quite often these might be simple things that go unnoticed day to day but are easier to spot once patterns emerge. 

It’s often the simplest things that have the biggest impact.


  • cover image sticker pack feelings & emotions

    Feelings & emotions

  • cover image download feelings tag

    Feelings tag-o-meter

  • I can do it – manage my feelings

  • cover image for share how I feel minikit product

    I can do it – share how I feel

  • cover image product feelings notebook

    My TomTag Feelings Notebook

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Surviving Christmas with help from TomTag

Christmas is a magical and exciting time but for many children with autism and other SEN, the festive period can be anything but wonderful.

Changes in routine, a house pulsating with flashing Christmas lights and a steady stream of visitors can be too overwhelming and lead to sensory overload, anxiety, distress and confusion.
Making adjustments that help your child cope better at this time of the year will hopefully allow them and all the family to have a more enjoyable and relaxing experience.
It’s also a good opportunity to work on important social skills that can be transferred to other situations at different times of the year as well.

my daily routineJust another day

Keeping to the same familiar routines as much as possible, even on Christmas Day, can be key to helping things run more smoothly. There are no rules to say things have to be done a certain way so do whatever suits your family best.

It’s sometimes not possible to avoid some disturbance or change to the regular schedule at this time of year. Children who struggle with changes to routine can find this very unsettling. If they use a visual schedule at home or school, this is a great way to make sure they know about (and can prepare themselves for) anything different that’s going to happen.

If different or unusual foods are likely to be an issue, think about preparing and freezing your child’s favourite meal ahead of the big day so that it’s easy to serve alongside everyone else’s dinner and gives you one thing less to worry about.

decorations and christmas symbolsDecorations

Flashing lights, glittery objects and jingling bells all around the house are natural triggers for sensory overload. Let your child help to choose the decorations you buy and put up and consider decorating gradually over a few days so they are not overwhelmed immediately. Make sure to leave some areas of the house undecorated so there’s always somewhere for the child to retreat if needed.

Be aware of sensory triggers such as balloons, Christmas crackers, party poppers, festive music – consider using headphones or ear defenders at parties, carol concerts or similar events if sudden or loud noises are disturbing.  

Use an “All about Christmas” symbol list or simple social story to support a conversation with your child to familiarise them with all the different things they can expect to find at Christmas time.

Social expectations

family visits tagsChristmas is usually a time of increased social contact and festive events with family and friends. Use a visual schedule to show what’s going to happen before any visitors come to the house or when you’re going to parties, visiting family and friends, church services, etc.

Maybe even keep a separate tag as a checklist to show all the family members they may be meeting and what an appropriate social contact might be for each group (eg. hugs are ok for family, hand shake for friends, etc.).

There’ll be lots of opportunities to teach social skills such as learning to greet visitors appropriately and saying please and thank you. Include relevant symbols in your visit schedule list or use another tag that you keep handy for a discreet reminder of social behaviour rules.

Presents

Many children with autism don’t particularly like surprises and aren’t good at faking delight if they get an unwanted gift. Some may prefer to have their presents left unwrapped or, if they do like the unwrapping part, they might want you to tell them what’s inside first.

They may also be overwhelmed by a large number of presents in one go. Try introducing them one at a time over the day (or several days) or adopt an advent calendar-style approach, bringing out a small gift each day in the run up to Christmas.

Don’t forget to put batteries in toys in advance so that they can be played with straight away!

Relax!

Above all, remember that this is your Christmas as well. Get as much support from family and friends as possible and share out the workload wherever you can. Get children involved by giving them jobs to do which will keep them occupied and give them something to focus on.

We used the kit I know what to expect at Christmas & birthdays for the examples here. We know it can be a particularly taxing and stressful time of year for our loved ones with extra sensory and emotional needs, so there’s also an expanded version of the basic kit available which includes additional tags and blank buttons plus a Feelings & Emotions sticker pack. We call this our Christmas survival kit

This guide is available as a free downloaded using the link below.

  • cover image sticker pack christmas & birthdays

    Christmas & birthdays

  • cover image download christmas

    Christmas survival guide

  • cover image what to expect at christmas kit

    I know what to expect at Christmas & birthdays

 

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TomTag Feelings tag-o-meter

The TomTag feelings tag-o-meter is a visual feelings thermometer that can be used to support the development of all the skills required for good emotional intelligence.

It can help children to understand and communicate their feelings. By linking with a visual reminder of appropriate actions and strategies, they can learn how to manage those feelings too.

Regular use of this type of visual scale helps children to recognise the causes and triggers for their feelings and emotions. They can work out ways to help themselves improve their responses and handle things better in the future.

Let’s get started

feelings thermometer tag with what's wrong tagAt the start of the school day it’s helpful to know how a child is feeling to assess their readiness for learning today. Use the feelings thermometer as a way for them to quickly and easily communicate this to you. 

You might find it useful to provide a list of further options (like the red tag shown here) to help you identify the cause of any problems. For example, are they sad because they are hungry or tired, too hot or too cold, are the surroundings too noisy or bright?

Once any issues have been dealt with appropriately the child will be more able to access and engage with their learning.

What’s different

Are you expecting a change to routine, an unusual event or a visit to a new place today? Use the same approach to rate how comfortable the child is about this. If they are frightened, worried or anxious you can try explaining more about the reasons for the change or event or what they can expect to happen during the day or the visit.

Encourage the child to think about whether the strength of their feeling is in proportion to the situation. Does their reaction match the level of the problem? If not, discuss strategies they can use to deal with their feelings and talk about what a more appropriate response might be.

Get down to work

Before starting a task or activity, ask the child to rate their anxiety or confidence level about what they have to do. This information can help you to decide what support they might need to be able to complete the task successfully or it can open a discussion about whether their anxiety is proportional and realistic for the task faced. For example, are they:

very anxious and not sure what they need to do or worried that they are not capable of doing it?

reasonably sure of what they need to do but could use a little guidance just to get started?

feeling confident about the task and happy to try doing it alone?

 

How was that?

Revisiting the scale once a task, activity or event has finished offers an opportunity to reflect back and learn from it. Was their actual experience better or worse than they had expected it to be? How would they feel if they were now faced with the same event again?

If they were initially very anxious but with support were able to succeed, should this make them more confident about the next time they face the same task or a new one?

Another good time to check in with the feelings thermometer is after school, particularly as they may keep emotions locked up until they get home. Just as at the start of the school day, it’s a quick and easy way to communicate how they’re feeling and alerts you to any issues that have occurred during the day that might need further investigation or discussion before settling down to homework or evening activities.

What happened there?

strategy tags to manage emotionsSensory overload, changes to routine, difficulties processing information, social interactions or being tired or hungry are all common triggers for anger or challenging behaviour.

Getting a child to think about and try to understand what made them angry or prompted their behaviour begins to develop their emotional self-management skills. Using a feelings diary can be a good way to identify patterns of behaviour and incident triggers and plan for minimising stress at key points.

Encourage the child to use a feelings scale to start recognising how they feel or what their impulses are when their anger level starts to build. Set up some different coloured tags for each level like the ones shown here. Use each list as a reminder of suitable calming ideas they can try to help prevent their progress up the anger/stress scale and bring their feelings under control.

This technique can also be used to identify and respond to inappropriate behaviour from over excitement or a high arousal state.

Just saying

Children not only need to understand and interpret their own feelings, it’s important for them to be able to recognise the feelings of other people around them too.

When a child is familiar with using the feelings tag-o-meter to rate their own feelings and emotions, they can build their skills in appreciating other people’s feelings too.  

As a parent, carer or teacher, you might want to let the child know that you are pleased with their work or attitude today. They may not have behaved well and you want them to understand that makes you sad. Reinforcing your words by showing them on the scale how you feel helps them develop their ability to recognise and interpret verbal and non-verbal emotional signals.

Let’s be friends

school behaviour prompt tagYou can take a similar approach when dealing with social interactions between the child and their classmates, friends and family. If there’s been a disagreement or incident, try using the feelings scale to help those involved communicate with each other about what happened, how they are feeling and how they might be able to better control their actions in the future. Our School Timetable sticker pack (included in the kit “I know what to expect at school”) has a number of useful behaviour-related symbols that would help with identifying positive strategies in these situations.

The more practice a child has at acknowledging and recognising their feelings, using different coping techniques and appropriate communication strategies, the more relaxed and content they can be knowing that they have the skills to cope. A child who can identify his own emotions is more likely to be able to identify the emotions of others. Children who can see a situation from the view point of others are more able to engage in problem-solving and other social activities. 

This guide is available as a free downloaded using the link below. The guide for this topic also covers the information in our post Understanding feelings and emotional intelligence.

  • cover image sticker pack feelings & emotions

    Feelings & emotions

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    Feelings tag-o-meter

  • I can do it – manage my feelings

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    I can do it – share how I feel

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    My TomTag Feelings Notebook

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Understanding feelings and emotional intelligence

Emotional Intelligence – what is it?

Emotional intelligence is defined as the ability to be aware of and recognise our emotions, understand and express them, and to realise how they affect those around us. Emotional intelligence is known to be a key factor in success in life, quality of relationships and overall happiness.

What type of emotions and feelings do we have? 

Anger

Angry, irritated, mad, furious, upset


We can get angry for lots of different reasons. It can happen when we feel threatened or offended or when we can’t have something that we really want. Our children will often display anger and challenging behaviour when they are finding something difficult, confusing or uncomfortable but are unable to communicate the problem to us in other ways.

Sadness

Sad, unhappy, disappointed, depressed, hurt


Emotions themselves are not ‘good’ or ‘bad’. Everyone will, and should, experience being unhappy, down or disappointed at times. Learning how to recognise and respond to feelings of sadness in a positive way is good for our emotional health.

Fear & anxiety

Anxious, nervous, frightened, scared, tense


Fear can be a useful emotion when it stops us doing things that might be dangerous or bad for us. It works against us when it stops us doing important things that we need to do or when we are unnecessarily worried or fearful about what might happen to us. Being overly anxious affects our ability to focus, learn, and achieve things.

Happiness

Calm, satisfied, happy, relaxed, glad


When a child is happy, calm and relaxed they will be more able and willing to focus, listen, learn and communicate. We can help them by learning what they need and would benefit from in their physical and social environments in order to achieve that status.

Excitement

Excited, antsy, energetic, bouncy, aroused


When children have difficulties communicating, it’s easy to misinterpret their behaviour and wrongly identify the cause. For example,  a child with autism may display repetitive motor behaviour such as flapping or spinning but they may need this sensory stimulation to deal with extremes of excitement and arousal as much as they do when overwhelmed by other emotions.

 

How to use a TomTag feelings tag-o-meter to develop the skills for good emotional intelligence

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Coping with going shopping

sensory overload tags

Many shopping experiences can be extremely difficult to cope with for autistic individuals and those who care for them. Changes to routine, difficult social interactions with strangers and overwhelming sensory experiences are just some of the issues that can cause stress, anxiety, fear and meltdowns.

So why do we bother?

general shopping prep tagWe all need food to eat and clothes to wear so going shopping is a necessary and important part of our lives. Online shopping  can offer us a great alternative to physically leaving the house and going to the shops but it isn’t always the best way to get what we need or the ideal long term solution.

Shopping can help us develop good life skills. We need to plan and organise to make shopping lists or know which shops to visit.  We need to understand money and budgets. Having strategies to cope with social experiences and sensory problems can increase our independence, reduce isolation and help us to be part of a community.

Start planning early

shoe shop what to expect tagUse a visual routine chart to introduce the idea of your shopping trip. Go at a quieter time of day or week if possible and give as much warning of the upcoming trip as you can. Sneaking in a last minute or surprise visit is best avoided. 

You can use your visual chart to show how you will get there (e.g. car then walk), what sort of shop you are going to and what you need to buy. If you regularly use the same route or transport, try to stick to it or make sure you explain the change of route with visual prompts.

What’s going to happen?

Set up another visual list with more detail about what to expect in the kind of shop you are visiting. For example, at the supermarket you need to put things in a trolley or basket, walk together, queue at the checkout, put the shopping in a bag, then pay.
This preparation is particularly useful when shopping for clothes and shoes which can both be especially challenging shopping experiences. Preparing a simple social story and using a visual timeline will help you to talk about why we need to do this kind of shopping, what’s going to happen when you get there and what it might feel like.  

Ask and answer questions

Why do we take our clothes and shoes off here but not in other shops or public places? Why does the shop assistant get close and possibly touch us when they need to find out what size we need?

Use the time before you go to ask and answer these sort of questions and think about the strategies you and your child can use to help them stay calm. You could even try some role-playing at home too. 

Remember to take your TomTag visual prompt to the shops with you and use it as a reminder of the process once you’re there.

Sensory overload

sensory overload tags

Bright white lights, rows of brightly coloured objects, background music, strong smells and noisy crowds make supermarkets and shopping centres some of the most likely places to trigger sensory overload, leading to meltdowns and consequent behaviour issues.

Try using ear plugs or defenders to dampen noise and dark glasses or peaked caps to reduce the light intensity. Avoid strong smelling areas of shops such as washing powder aisles or perfume sections.

Keep a visual list handy so your child can show you what they are having problems with (too bright, too noisy, too smelly, thirsty, hungry, etc.) and pair it with a list of strategy symbols (deep breathe, count to 10, need to leave, etc.) that you can use to remind them of suitable self-help solutions.

Keep them busy

shopping list checklistGiving your child the responsibility for finding items on your shopping list is a great way to avoid boredom and focus their energy. You can also make up games to keep them interested; for example, be the first to find 3 items on your list and turn the symbol over when you find them.
Involving children in helping to prepare the shopping list at home before you go can also be a useful way to encourage engagement and interest.
You might want to take a favourite toy or fidget or let them use a computer tablet or phone as a distraction as well.

Make your own planners and checklists

We used the kit I know what to expect going shopping with the optional symbol packs My shopping list and Shopping for clothes & shoes but TomTag is a versatile system with the flexibility to choose from a range of toolkits or put together your own combination of components and symbol sets. Links to all products below.

This guide is also available as a free download using the link below.

  • cover image sticker pack at the shops

    At the shops

  • cover image sticker pack food drink basics

    Food & drink basics

  • cover image sticker pack food and drink extended

    Food & drink extended

  • cover image download going shopping

    Going shopping

  • product cover help at shops

    I can do it – help at the shops

  • I can do it – independent living

  • cover image what to expect going shopping

    I know what to expect going shopping

  • cover image sticker pack my shopping list

    My shopping list

  • cover image sticker pack out & about

    Out & about

  • cover image sticker pack shopping for clothes and shoes

    Shopping for clothes & shoes