Autistic children often thrive when they have a routine and structure to their daily lives. A clear-cut structure provides them with a predictable and comfortable environment within which they can progress their learning. It can reduce the child’s stress to know what their day is going to look like, as well as offer them a sense of control. Within this structure, the child is then free to develop personal learning strategies which are independent from their caregiver.

Despite the fact that autistic children often flourish when following a routine, it’s still entirely necessary that the child knows that change can happen. An early introduction to the concept will help them to understand that no day is going to be exactly the same but that they can be prepared for this inevitability.

“Personal Space”

There is a tendency for autistic children to become distracted by visual or audible stimuli. Because of this predisposition, it’s vital that the child has a designated personal space to learn at home. Their learning area could be a desk, for example, that contains all the things they would need for their planned activities. Such items could include pencils, paper, crayons, paint, and so on. Having these close at hand reduces the risk of distraction between activities.

A physical boundary can be created as well, in the case that there will be other children in or around their learning or playing space. The child’s designated playing space could be, for example, a rug. During mealtimes, their seat could be labeled with their name or have a specific cushion that is only theirs to sit on.

These distinctions between what is the child’s space and what is not can also help the child to learn about the personal boundaries and belongings of others.

“Visual Timetables”

Having a timetable that is tailored to your child is essential, meaning that it should only include what they have the capacity to deal with. There should be a time to wake up, times to eat, times to play and learn, and a time to sleep. 

There is immeasurable value in the use of visual timetables, especially for autistic children. There can be pictures or symbols of each phase of the day, making it easier to understand. If motivation is sometimes an issue with your child, you can have a timetable that allows them to cross off completed activities.

Should there be a change to the child’s routine, the caregiver should attempt to prepare them. Autistic children are usually averse to the idea of change, but there are ways to reduce their shock. Say, for example, that your child’s play area for the day was to be the swimming pool and unfortunately, the pool was suddenly closed. Some methods of preparation in that situation would include explaining the situation as best you can, telling them the alternative play area and how the daily activities will differ from what they expected. In order to further ease your child’s anxiety or discomfort, you might want to show them pictures of the new play area.

“Structuring Activities within the Day”

In order to improve a child’s independence, there are reward systems which, when learned, don’t necessarily require lengthy explanation or constant intervention from adults. One such system is the box system, which is based on the principle of TEACCH™. In the first box there will be a task (which can be written or represented with symbols/images), something you think your child can do easily. The next box will be the reward. The next box should contain a more difficult task, and so on. Eventually, your child will learn how the system works and carry out the tasks independently. The overarching goal is to help the child be independent in their thoughts and actions and decrease the need for adult prompting. 

As the child advances in age and educational level, their tasks may become longer and increasingly complicated. To help them structure their work clearly, you may want to incorporate a checklist for each task. This will help your child see the progress they’re making and encourage them to complete each task.

Routine and structure is not only useful in the classroom. It can be incredibly important for any child to have a schedule at home as well, and particularly if they are on the spectrum and crave consistency. Successful – and even independent – learning can occur both in the classroom and at home, given the right circumstances.