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Show me how: Daily living skills

What’s the aim?

To improve daily living skills and increase independence by showing rather than telling the individual the steps they need to do to complete a task.

What to do – using the TomTag 4 P’s approach

Plan

  • Does the individual understand the idea of a sequence i.e. that things follow each other in a certain order? This is important to know because when you are teaching a skill, it’s helpful to break the task down into smaller steps so that the individual can follow the steps in the right order to complete the task.
  • Decide which skill you want to work on and how many steps the individual can realistically cope with. A simple two step First-Then sequence such as ‘First use toilet Then wash hands’ works best for those who are still learning about sequences. You can always add more steps to a sequence once they have got the hang of it.

Prepare

  • Pick appropriate symbols showing the steps for the skill you would like to teach. Use the blank stickers to make your own drawings if you can’t see exactly what you want.
  • Build up an activity sequence in a TomTag tag using these symbols with the steps in the right order.
  • Aim to involve the individual in the preparation of the tag as this gives them a sense of ownership and may motivate them to use it. This is also a great time to talk about how and why their TomTag will help.
  • Decide where to put the TomTag so that it is easily seen by the individual before they start the task. Do you want them to carry it or fix it to a permanent place such as on a hook in the bathroom? It must be easily visible to the individual throughout the task.

Prompt

  • Cue the individual with a brief verbal instruction when it’s time for the task to begin e.g. “Check your TomTag”.
  • Gently guide them to look at their TomTag or place it in their hand and prompt them to point to the first step on their tag
  • Before each step, use the least amount of words and describe what the step is for, e.g. “Toothpaste on brush”.
  • If necessary, help them to do the step or model how to do it.
  • Show them how to turn over the button on their tag once they have completed the step.
  • Praise them for following their TomTag and completing the step
  • Cue them to check their TomTag again so that they can move smoothly onto the next step

Patience

  • If challenging behaviour occurs, focus on the activity not the behaviour.
  • Keep prompting, praising and be patient!

Download this guide as a printable pdf

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Show me how: First-Then-Next

What’s the aim?

A First-Then (or Now-Next or First-Then-Next) tool helps your child to learn basic sequencing skills. It shows them what they will do or need to complete first (or now) and what they will do then (or next). It can be really helpful in getting children to move more smoothly (transition) from one activity to another or in encouraging them to complete a less-preferred activity before receiving a reward or moving on.

What to do – using the TomTag 4 P’s approach

Plan

  • Decide what the first and second activities or objects are that you want or need your child to do
  • Choose the second item to be something your child really likes to encourage them to do the first activity. Worried about challenging behaviour? Try starting with activities that your child usually does successfully and willingly!

Prepare

  • Pick relevant symbols that show the activities you have identified. Use blank stickers to make your own drawings if you can’t find the activity you want.
  • If not already included in the sticker pack you have, use blank stickers for the prompt words FIRST, THEN, NOW or NEXT as preferred.
  • Place the first prompt word at the top of the tag followed by the first activity symbol, then the second prompt word followed by the second activity symbol.
  • For a 3-step sequence, e.g. FIRST-THEN-NEXT, continue to add the third prompt and symbol.

Prompt

  • Give the TomTag to your child with a brief verbal instruction about the sequence (e.g. “First eat lunch, then play outside”).
  • Make sure your child can see the tag whilst doing the first activity and refer to it verbally as well (e.g. “nearly finished, then play outside”).
  • Show them how to turn over the button on their tag once they have completed the first activity and confirm the next step verbally. (e.g. “Lunch done, now play outside”).
  • Immediately provide the preferred activity or item so that your child gains trust in using TomTag and more confidence the next time you use it.

Patience

  • If challenging behaviour occurs, keep your focus on prompting your child to do the first activity rather than on the behaviour.
  • Keep prompting, praising and be patient!

Download this guide as a printable pdf

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Show me how: Communication and social skills

What’s the aim?

Visual supports help you to communicate with your child by showing rather than (or as well as) telling them what you would like, or need, them to do. They also allow your child a means to communicate their needs and wants to you, in situations or at times when they may be unable to do this verbally or effectively through other means. Challenging behaviour often manifests out of frustration at either not understanding a situation or being unable to verbally express wants, needs and feelings and an effective visual communication support can help reduce these frustrations and behaviours.

What to do  – using the TomTag 4 P’s approach

Plan

  • What communication needs does your child have? What do you want to help them with?

Do they need help to:

    • understand instructions?
    • remember social rules such as sharing, waiting or taking turns?
    • communicate their feelings and choices?
    • manage their emotions?

Prepare

  • Choose appropriate symbols relating to the communication needs you have identified. Use the blank stickers to make your own drawings if needed.
  • For help with understanding and remembering instructions, set out the symbols in one or more tags in the form of reminder checklists
  • For help with teaching social rules, try to include some positive praise points in your tag to encourage and reward appropriate behaviour (e.g. good work, good effort, well done, etc.)
  • To help with communicating choices, feelings or emotions, create separate lists for each set of options e.g. sensory triggers (“I feel … too hot, too cold, tired, hungry, etc.), sensory support strategies (“I need … count to 10, get a hug, take a rest, exercise, etc.)
  • Aim to involve your child with the preparation of their tags where possible. Many children love stickers and the action of clicking the buttons into place. This helps to give them a sense of ownership and motivation to use it. This is also a great time to talk about how and why TomTag will help them.
  • Have the TomTag easily to hand so that you or your child can quickly use it when the communication need occurs.

Prompt

  • Prompt your child with a brief, verbal instruction e.g. “Look at your TomTag”.
  • Gently guide them to check their TomTag or place it in their hand
  • Encourage them to communicate what they want or need by using the least amount of words, for example, “show me”.
  • You should also use the least amount of words to tell them what you want them to do. For example, “take turns” whilst as the same time pointing to the relevant symbol in their tag.

Praise

  • Praise your child for communicating with you or for following your instructions.
  • Keep prompting, praising and be patient!

Download this guide as a printable pdf

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Show me how: Timetables and routines

What’s the aim?

Visual timetables, schedules and routines help you to communicate to your child when activities or events will occur throughout the day or week. This helps them to understand what they are doing and when and can significantly reduce anxiety and related behaviours that may occur when these things are not made clear or certain.

What to do – using the TomTag 4 P’s approach

Plan

  • Does your child understand the idea of an activity sequence? If you need to work on this first, read the TomTag First-Then-Next guide for advice on how introduce this idea.
  • Decide which activities for the day or part of the day you want to show. Worried about challenging behaviour? Try starting with activities that your child usually does successfully and willingly!

Prepare

  • Choose appropriate symbols to show the activities you have identified. Use the blank stickers to make your own drawings if you can’t see the activity you want.
  • Build up an activity sequence in a TomTag tag using these symbols to show the activities you want to happen, or that will occur, and in what order.
  • Aim to involve your child with the preparation of the tag. Many children love stickers and the action of clicking the buttons into place. Helping prepare their tag gives them a sense of ownership and may motivate them to use it. This is also a great time to talk with them about how and why their TomTag will help.
  • Decide where is the best place to put TomTag so that it is easily seen by your child before they start the first activity. Do you want them to carry it or fix it to a permanent place like the fridge or a wall? It must be easily visible to your child during the rest of the activities.

Prompt

  • Cue your child with a brief verbal instruction when it’s time for an activity to begin e.g. “Check your TomTag”.
  • Gently guide them to look at their TomTag or place it in their hand and prompt them to point to the next activity symbol
  • Use the least amount of words and describe what the activity is, e.g. “Get dressed”.
  • Help your child do the activity or model how to do it. If they are finding an individual activity too difficult, set up a separate and more detailed skill prompt TomTag to teach it. Read the Daily Living Skills guide for more information about how to do this.
  • Show them how to turn over the button on their tag once they have completed the activity.
  • Praise your child for completing the activity
  • Cue them to check their TomTag again so that they can move smoothly onto the next activity

Patience

  • If challenging behaviour occurs, focus on the activity not the behaviour.
  • Keep prompting, praising and be patient!

Download this guide as a printable pdf

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Your TomTag guide to an autism-tastic Christmas

green square background with text "Your TomTag guide to an autism-tastic Christmas

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 practise 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

#1 In the build up to Christmas, remember to exercise some self care so that you can manage your energy levels and remain focused on what you and your child can realistically achieve

Play some relaxing music, burn some scented candles, take a relaxing hot bath to relax. Practise breathing!

#2 Take the time to read social stories with your child about what to expect at Christmas, including meeting with Santa.

Social stories are particularly helpful for activities that only happen at Christmas. You can make your own or check out the FREE printable Christmas social story about meeting Santa on the wonderful parenting blog And Next Comes L – Hyperlexia & Autism Resources

#3 Christmas is a time when sensory issues are greater than ever. To help prevent sensory sensitivities becoming overloads, allow your child to have some control over these experiences.

Where possible let your child have direct control of their sensory experience. For example, hand them control of buttons for the lights (if appropriate) or provide sensory defences like ear defenders or sunglasses.

#4 Many children with autism don’t like surprises so it might help not to wrap presents up.

You could also just tell them what’s inside or use clear cellophane or plain paper for wrapping. If your child finds wrapping paper highly confusing, e.g. thinks that pictures on the paper show what’s inside, then using plain wrapping paper with a clear picture of the contents stuck on the outside will help.

#5 If your child has dietary restrictions, don’t despair. Accept where your chid is now with their food and be patient.

Preferences change so it might not be the same next year!

If you are eating with other people at their house and your child won’t eat any of the food or insists on a particular plate, cup, spoon etc. provide these things so your child can join the party briefly and tell the hosts in advance.

#6 Get some Christmas helpers! Be patient with yourself and ask for help with preparations from family and friends.

Encouraging the whole family to get involved makes everyone feel included and part of the Christmas build-up. Don’t feel like you have to power through on your own.

#7 Buy or make your child’s Christmas costume or party outfit early and let them wear it around the house for short periods of time to help them become comfortable with how it feels.

Costumes and new clothes can be challenging for children with sensory sensitivities. Encouraging them to wear these around the house helps them become more tolerant of the different fabrics against their skin.

#8 Playfully and patiently practise Christmas traditions such as receiving and unwrapping presents and pulling crackers so that your child knows what to expect and can join in.

Play wrapping games by wrapping up items so your child gets used to opening the paper and finding something inside. Buy some cheap crackers and show your child how to pull them and shout ‘bang’ so the noise doesn’t come as a surprise. Practise wearing hats and reading jokes.

#9 Some children may be overwhelmed by a large number of presents all at once.

It’s natural to want to spoil them but be patient and try introducing gifts one at a time over the day or over several days. Alternatively, adopt an advent style approach and bring out a small gift each day on the run-up to Christmas day.

#10 Have the Christmas that suits your family as it is now. Forget about the perfect day, embrace the imperfections and enjoy your special moments

Remember that this is your Christmas too. Try and relax and enjoy the bits that work well. Recognise that some things are too hard at the moment but with patience and practise they may well be achievable next year.

Merry Christmas from your TomTag team!

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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Going Away – help with planning and preparation

Does your child get anxious about school trips, days out or family holidays?

My son has autism and any trip away from home can be a challenging prospect. This is because like many children with autism, he struggles with routine changes, sensory issues and an intolerance of uncertainty.

However, over the years we’ve learnt that with planning and preparation, days out and holidays can be enjoyed rather than endured. We’d like to share our top tips in order to help other parents and carers facing similar issues.

Plan, plan and plan again! 

  • Try searching for ‘autism friendly’ holidays or days out. The National Autistic Society has a list of companies and organisations who hold an Autism Friendly Award.
  • Contact hotels or venues to explain your circumstances and your child’s needs – if they don’t seem supportive then look elsewhere.
  • Check out a destination or venue in advance. If possible make a pre-visit or get a map and consider any potential trigger areas and quiet zones you could head to in case of a meltdown.
  • Practice unusual events such as packing and unpacking a suitcase. A packing checklist is a great way to involve your child in holiday preparations and encourages independence.
  • Use visual schedules to show your child what to expect on the holiday, give structure to their day, and help with transitions between activities.
  • Social stories are a useful way to explain what ‘going on holiday’ actually means. Depending on your child’s language ability, you can discuss what concerns they have about the holiday or trip and then work with them to come up with a list of possible solutions.
  • If you’re travelling by plane, check the airport website to see if they offer any visual guides or booklets. Manchester and Gatwick have excellent guides and many UK airports now offer autism specific page on their websites.  You may also be able to request a wristband or lanyard which entitles you to use the fast-track lanes at security or access quiet waiting rooms. Alternatively, you might want to make your own visual schedule for the airport to explain the process.

Hope for the best, prepare for the worst

However well you plan there’s no guarantee that unexpected events , such as delays won’t occur. It’s a good idea to have a ‘distraction’ pack to hand. A bag containing snacks, music or noise-cancelling headphones, games or entertainment devices to head off any potentially challenging behaviour.

Consider a form of identification such as a card or ID holder attached to your child’s clothing (such as a belt loop) just in case they wander off or become lost. This should give their name, your contact details and any medical requirements. Even if your child is capable of providing this information themselves, in a new and stressful setting this will be much harder.

Helpful resources

We used the kit I know what to expect going away to make the checklists and schedules shown.

The National Autistic Society have some helpful fact sheets with information about school trips and going on holiday.

 A really  informative blog Autism and UK airports – improving assistance for passengers with autism  has a brilliant summary of what’s  available at UK airports.

  • cover image what to expect going away

    I know what to expect going away

  • cover image sticker pack staying away from home

    Staying away from home

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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

  • 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

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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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Dyslexia and executive functioning skills

Dyslexia is most commonly understood as a condition that causes difficulties with reading. It is less well known that dyslexia can also impact on organisation and time management skills, which is sometimes referred to as executive functioning. 

What are the signs?

A child with dyslexia who has executive functioning issues may have difficulty:

  • remembering to take to school everything they need for the day 
  • being organised and preparing their kit in advance
  • sticking with an activity and not being distracted
  • understanding what day of the week it is and what different things they need to do each day
  • remembering their routine and prioritising the tasks needed to get ready for school  

What can you do to help?

There’s lots you can do to help a child with these issues. Here’s just a few ideas:

  • Get into a regular routine and stick to it. Children who struggle with time management often feel more secure and less anxious with a familiar routine.
  • Make checklists to break down a task or routine into smaller steps. Visual prompts work better than verbal reminders as they are constant and consistent.
  • Use calendars and planners – colour-coding often works really way to identify regular activities and highlight special events.
  • Encourage development of organisational skills with lots of repetition, reminders and practice. 

How could TomTag help?

  • school girl carrying rucksack with packing checklist attachedTomTag is ideal for all children with dyslexia as the picture symbols we use are easily recognisable and don’t rely on a child’s ability to read for TomTag to be effective. 
  • Make morning and evening routine reminders for tasks that need to be completed and the order they should be done using an I know what to expect – morning and evening minikit or for more varied options try these kits I can do it self care skills or I know what to expect at home
  • Create a school bag packing checklist using the I can do it pack my bag for school kit that will remind them exactly what they need to take to school each day, and bring home again. 
  • Take advantage of TomTag’s colourful tags by colour-coordinating checklist and routine reminder tags with any planners, calendars or charts that you’re also using.  

Useful resources:

  • I can do it – pack my bag for school

  • I can do it – self care skills

  • product cover image for minikit morning & evening

    I know what to expect – morning and evening

  • cover image what to expect at home kit

    I know what to expect at home

  • cover image sticker pack my school kit

    My school kit

  • cover image download school morning routines

    School morning routines

 

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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

  • cover image download feelings tag

    Feelings tag-o-meter

  • cover image for back to school bundle products

    I can do it – back to school bundles

  • cover image for feelings bundle product

    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

  • cover image sticker pack my school kit

    My school kit

  • cover image product feelings notebook

    My TomTag Feelings Notebook