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
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?
- TomTag 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.
You’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.
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.
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.
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.
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 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.
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!
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.
Looking forward to the children going back to school but dreading those chaotic school mornings?
Help your kids learn to get themselves ready for school, know and understand their own routine and remember what they need to pack – with less nagging from you and a lot less stress all round.
It really is easy with a little help from TomTag!
We learn a great deal from listening to our customers about their experiences with TomTag. It’s always interesting to find out about the different ways they use our products and wonderful to hear how it often makes such a real difference to their lives.
We thought it might be helpful to share some of those experiences and ideas with you too so we’ve interviewed a number of our customers who have been kind enough to talk about their different stories and backgrounds with us.
First up is Elizabeth, a childminder from London, and mum to two girls aged 4 and 12.
Why did you purchase TomTag?
I bought TomTag to use with my daughters as both girls are on the autistic spectrum. Although they are both verbal and relatively high functioning they still need some support with their daily life activities.
I’d describe my youngest daughter as being in a permanent ‘fight or flight’ mode, always needing reassurance about what to expect during the day. The eldest has executive functioning issues and needs support to help her sequence activities and with organisation.
Did you use any other type of visual supports before you tried TomTag?
I used to make my own picture timetables and sequences. It was very time consuming having to print off the pictures, laminate them and then attach them to Velcro. My youngest daughter really didn’t like the Velcro system so when I saw TomTag advertised in Aukids magazine I decided to give them a try.
So, how do you use it?
In lots of different ways!
For my younger daughter I have set up:
- daily timetables that I create by prominently displaying 3 tags on hooks on the fridge (and also in the other rooms where she needs to use them) to show her what her morning, afternoon and evening routines should be
- a toilet routine reminder hanging in the bathroom which is a simple picture sequence checklist to break the routine down into small steps.
- social story resources to help prepare for things like visits to the doctor and hairdresser. I explain what’s going to happen and the order of events whilst we look at the pictures together.
My elder daughter uses TomTag for:
- remembering to take her bus pass, umbrella and mobile phone to school with a checklist on her school bag
- a visual school timetable to help remind her which classes and activities she has during the school the day
- as a picture sequence to check she has followed the correct steps for washing her hair
How has TomTag helped your children?
My little one finds TomTag very comforting. She feels in control of her day now and is less anxious about what is going to happen next. Seeing her routine in pictures also helps with teaching her sequences and time concepts. She loves the ‘hands on’ system – she particularly enjoys clicking the buttons in and out!
My older daughter finds TomTag really helps with her organisational skills. She feels less anxious at school knowing she has all the right things with her. She also likes the ’hands on’ nature of TomTag and she’s now started taking responsibility for planning and organising her day. For example, when she started going to choir as an after school activity, she changed her tag by herself to show this change of routine.
I’ve also found the tips and advice for teaching life skills on your website very helpful.
Do you have any suggestions for how we could make TomTag even better?
The range of images supplied in the various sticker packs is generally good. I have used the blank stickers to draw some personalised images – an umbrella, keys and phone charger.
I think there could be some additional ‘days out’ type images e.g. summer fair, fun fair, adventure park or castle. Perhaps a jumbo version of the tags and buttons would be useful for children who have sight problems but I appreciate the product would not then be as portable!
Overall I think TomTag is a wonderful product and it has really made life easier for both my daughters.
Thank you Elizabeth for sharing your story and for giving us some insightful tips on how TomTag works in your home.
Follow the highlighted links in the interview to find out more details about all the products used by Elizabeth and her family.
Would you like to share your story with us?
All it takes is a short chat with us on the ‘phone, ideally send us a few pics of your TomTags in use then just leave the rest to us. It’s easy to get in touch with us, all the details are on our Contact Us page.
With this month playing host to Safer Internet Day we’re focusing our life skills theme on helping our kids stay safe in the home, looking at both online and physical safety.
With an almost daily diet of stories about the negative impact of the internet and new technology on children and young people, it’s easy to forget the postitive aspects: the ability to learn, to connect with others, to be creative.
Safer Internet Day (February 9th) offers an ideal opportunity for parents and carers to start a conversation with their children about online safety. By teaching children to understand and navigate the risks you can help them to have a safer and more positive experience online.
Start by reading these tips for parents from the UK Safer Internet Centre and explore the many other fantastic resources on the site.
This article from the Guardian takes a interesting look at how the internet can be a great learning tool and includes some really simple ideas for changing how we approach our children’s use of it.
Drawing up a family agreement that all the family sign up to is a useful way to help everyone make better decisions and display appropriate behaviour. Here’s a great example from Digizen.org.
You can also find a wealth of information and advice on the subject from CEOP’s ThinkuKnow website.
Safe at home
Of course, we’ve all been consciously protecting our children from harm from the moment they were born but we have a responsiblity to teach them the skills to keep themselves safe too.
Talking about potential dangers as part of everyday conversation and using games to teach what to do will really help to prepare your child for emergency situations without scaring them.
Play the ‘What if’ game
What if … the smoke alarm sounded?
What if … you cut yourself badly?
What if … someone came to the house when no-one else was home?
You’ll get a feel for how your child would react in a real emergency and can guide them to how they might deal with it.
Using some of the blank stickers you’ll find in each TomTag sticker pack, draw or write a list of safety rules and apply each sticker to a blank button. Put the buttons into a TomTag holder and hang or stick it up (eg. on the fridge) where it will be seen every day.
Hold a scavenger hunt
Once you’ve played the What If game and discussed ideas about how to deal with different situations, does everyone in the house know where to find the things they might need to deal with an emergency? Where’s the first-aid kit, keys to open doors, fire blanket, emergency phone numbers? Give each child a TomTag with some items on it that they need to find and let them race to be the first to find everything on their list.
Teach your child how to use what’s in the first aid kit too to treat minor injuries. The British Red Cross have a great web resouce to help children aged 6-11 learn life saving first aid.
Make an escape plan
Every household should have an emergency escape plan in case of fire. Hopefully you will never need to use it but having a plan will prevent delay and help you to escape faster if you need to. Anyone can ask for a free Home Fire Safety Check from their local fire service.
Don’t forget that a weekly test of your smoke alarm is the simplest and easiest way to help prevent fire emergencies.
Give your child a clip-board and pen and let them pretend to be a safety inspector. Ask them to look around the house for safety features and hazards and let them help you fix any deficiencies.
Know your numbers
Make sure everyone knows the number for emergency services and try role-playing a call so that they know what they might be asked.
Teach children their home address and telephone number so that they can give it if they need to call the emergency services (also useful if they get lost when out of the house!).
Keep a list of names and numbers of friends, neighbours, family doctor, etc. by the door or telephone in case of emergencies, particularly if your child is old enough to be left at home alone.
Sleepovers – or more accurately ‘stay up late, midnight feast, pillow fights and no-sleep’-overs! First sleepovers are a big step for most kids anyway and can be a particularly daunting prospect and social minefield for children with autism (and their parents!).
Of course, you are the best person to gauge when your child might be ready for their first sleepover or night away and there’s usually no reason to rush this. There may be unavoidable times though when your child needs to stay away from home for other reasons – parental separation, overnight respite or a hospital stay, for example. If skills have already been practiced or preparations made, dealing with an emergency visit could be a lot less stressful for everyone involved.
Careful planning and thorough preparation is the key to ensuring your child’s overnight stay has more chance of being a successful and happy experience. Using your TomTag button holders and our In the house and Staying away from home symbols, you can create handy visual supports that will help prepare your child and ease any anxieties about their next stay away from home, wherever that may be.
Here are our top tips for sleepover success but we’d love to hear your stories and advice too!
Plan, plan and plan again
Try role playing events such as getting up in the night for the toilet or asking for a drink. Social stories are a great resource that help explain what your child can expect in common social situations. Read A Parents Guide to Social Stories from the ‘Normal Enough’ blog for a great explanation about creating your own, including a brilliant example of a sleepover story.
** UPDATE ** Normal Enough blog link broken – try these ideas from Child-Autism-Parent-Cafe
You might also want to try using a visual timeline like this one to show your child what to expect.
Do a test run
Everything’s easier second time around, right?
Invite a friend for an overnight stay at your home so that your child gets used to how a sleepover works in a familiar environment. Then perhaps try again at the home of a close family member.
Hopefully these practice runs will help iron out any anxieties and give your child confidence for the real thing.
Make an escape plan
Let your child know that it’s ok to call you and come home if they need to at any time. If your child is feeling anxious or scared, it’s better that they know they can come home and try again another time than stay feeling worried and be put off the idea for good.
All about me
Share as much relevant information as possible about your child with the host parent before the event. Make sure they have your correct telephone number and ideally a back-up number to call as well just in case.
Include details of any medical needs, allergies and potential challenges or sensory triggers such as loud noises or food preferences. Your advice on strategies for comforting your child at bedtime and handling any flare ups will help the sleepover run more smoothly.
Time to pack
Don’t forget to pack a favourite blanket, toy or book – anything that makes the child feel comfortable which will help ease any anxiety. Ask the host parent to let your child keep to their familiar bedtime routine as much as they want to.
TomTag is perfect for making a packing checklist of all the items they need to take and a handy reminder when they need to bring everything home again too!
Let your child know you’re proud of them for giving it a go even if they needed to bail out. Tell them it’s not a failure if they did come home early and that with more practice it will get easier. Talk through what any difficulties were and make an action plan for next time.
Remember to thank the host friend and parents for helping and let them know how much you value their support.
“It’s the most wonderful time of the year” – but not for everyone.
Christmas can be a magical and exciting time but for many children with autism the festive period is anything but wonderful. Changes in routine, a house pulsating with flashing Christmas lights and a steady stream of visitors can be overwhelming and lead to sensory overload, anxiety, distress and confusion.
Making adjustments to help your child cope better with this time of the year will hopefully allow all the family to have a more enjoyable experience. It can also provide some valuable learning experiences that help to build those all-important social skills.
We’ve introduced a Christmas and Birthdays sticker pack that contains useful symbols to help you prepare for the festive season and other celebrations. Here are our tips for using these visual supports along with some simple strategies.
Keep to the same familiar routines as much as possible, even on Christmas Day. There’s no rules to say things have to be done a certain way – do it the way that suits your family best. If different or unusual foods might be an issue, think about preparing and freezing your child’s favourite meal ahead of time so it’s easy to serve alongside everyone else’s dinner.
It won’t be possible (or necessarily desirable) to avoid disturbances to routine at home or school altogether. Children who struggle with changes to routine can find this very unsettling but you can use a visual timeline like the example here to prepare them for when something unexpected will be happening.
Flashing lights, glittery objects and jingling bells can all spark 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 to if necessary.
Use symbols showing items traditionally associated with the event to make an “All about Christmas” list that can help familiarise your child with what to expect.
Christmas is usually a time of increased social contact and events with family and friends. Use TomTag as a scheduler to help your child prepare for visitors to the house or for visits to family and perhaps keep a separate tag as a checklist to show all the family members they may be meeting.
We’ve also included symbols that can be used to reinforce positive social behaviour. Build a tag to use as a reminder for how to greet visitors to the house or to remind them when to say please and thank you.
Many children with autism struggle with surprises and aren’t good at faking delight if they get an unwanted gift. You could leave their presents unwrapped or if they like unwrapping gifts tell them what’s inside first.
They may also be overwhelmed by a large number of presents – try introducing them one at a time or even adopting an advent calendar-style approach, letting them open 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!
Above all, try to remember that this is your Christmas as well. If you’re in a good mood and happy, those around you are more likely to be too. Try to share out the workload – try out our Food & Drink stickers and enlist some help with peeling and chopping all that veg!
The NAS has compiled a list of tips to help you through the festive period.
Do you have any great tips you can share?
We often find that it’s quicker and easier to do household chores ourselves but getting kids involved when they’re young (and eager!) will set them up well for later life.
Children learn how to look after themselves and their home and become familiar with concepts such as teamwork and the discipline of routine. Sharing out the housework has the added bonus that it saves you time and stress too.
With the latest addition to our sticker range – Clean & Tidy – TomTag is now an ideal tool for helping children understand and learn about domestic chores. Here’s some ideas of how you might use it:-
- Use a set of tags to give step-by-step instructions for cleaning different rooms in the house.
- Label a tag with the name of each child and list the chores they need to complete that day/week.
- List the jobs you want completing on separate tags and let each child pick a tag out of a hat to find out what their task is.
Building good habits from an early age always makes things easier in the long run. Children as young as 2 years old can pick up their own toys, put dirty clothes in a washing basket and wield a duster.
Turning tasks into a game always makes things more fun. Turn the radio up and dance while hoovering, shout out colour names when sorting laundry or let kids compete to be the first to tidy their room (to your standard!).
This will naturally depend on your child’s age and developmental level. You’ll find plenty of guides online but you’re the best judge of what your child’s ready for. Build up gradually to the more difficult tasks so they don’t get frustrated if they can’t complete the task independently. Our Pinterest Household Chores board has lots of ideas for age-appropriate chores.
Set a good example by making sure that everyone helps out – in an age-appropriate way. If you child is old enough, involve them in a family discussion to decide who should do what around the house. Offer options so that children can choose the jobs they prefer. If no-one wants to do a particular task (such as cleaning the toilet!), use a rota system so that everyone takes a turn.
Don’t expect perfection, especially at first or if they are very young. Praise those things they did well and they’ll feel proud of what they got right and motivated to do the job again next time. Tell them how much it helped you and they’ll feel they are making an important contribution to the family.
This will depend on your own family values and views but if you want to add an extra incentive, chores can be linked to giving pocket money or earning other treats. Use a blank sticker to add a £ button to each chore checklist, like this one for helping out at mealtimes and doing the dishes.