Addressing Underlying Causes of Low Motivation and Task Avoidance

1. WHY GET PSYCHO-EDUCATIONAL AND SENSORY/MOTOR ASSESSMENTS?

It can be very helpful to get both comprehensive psycho-educational and sensory/motor assessments for your Autistic child. These are not routinely made available, though they can provide very valuable insight. When we understand HOW a child learns, and HOW a child experiences the physical/sensory environment, we can develop tailored approaches to help them thrive and protect their well-being and mental health. Here are just some of the benefits of a psycho-educational assessment:

HOW CAN A PSYCHO-EDUCATIONAL ASSESSMENT HELP WITH MOTIVATION?

It Identifies Strengths and Challenges: This assessment reveals your child's learning strengths and struggles in various areas. It helps parents to understand, for instance, why it takes their Autistic child longer to do things, why they can’t remember what you sent them upstairs to get, or how to sort the laundry though they’ve been told 100 times. Understanding their learning style, strengths, and challenges may help increase a child’s ability to do those less preferred things and help them maintain the motivation to see a task through from start to finish.

It Has Benefits for Parents: Though designed for educators, this information is equally valuable for parents. It aids in teaching life skills, personal hygiene, safety in the community and in providing effective homework help based on the child's learning style.

Reducing Task Avoidance: When Autistic children understand how to do a task, they are less likely to avoid or refuse to do it. Everyone prefers tasks that make us feel good; autistic children are no different. A parent can expect more engagement when their child feels competent because they understand how to do the tasks, and has the supports to get them done.

Correct Type of Support: The data from these assessments prevent incorrect assumptions about avoidant behaviours. It clarifies that refusal might be due to the inability to learn the way things are taught to them, not defiance. It can also identify any learning disabilities. Learning disabilities mean the child has the intellectual ability to learn, but specific teaching approaches consistently provided are essential in order for that to happen.

Finding the Root of the Problem: Without this data, we're only guessing why an Autistic child isn't cooperating. The assessment provides specific measures of your child's cognitive skills, emotional functioning and academic potential, helping you address the root problem when your child struggles. The information it gives can identify which learning approaches work best for your child. It can allow adults to use the child's strengths to support areas that may be more of a challenge. This information is helpful for parents teaching a child to do various tasks such as laundry, cleaning a bathroom, cooking or taking on other household tasks.

Tailored Teaching Approaches: Understanding your child's learning needs—whether they learn best with visual aids, hands-on practice, verbal instructions or a combination of any of those—is crucial. Aligning your methods with their preferences creates a supportive environment, boosting confidence and easing daily routines like getting dressed, brushing teeth, and helping with their homework.

Individualized Methods: There's no single method or approach that works for all Autistic children. Careful observation, trial and error and relevant assessments help identify what your child needs. The right teaching approach can help them be successful in acquiring important life skills, even if they can't articulate why they forget tasks like using the vacuum, sorting recycling, or making their bed. Teaching in a way that matches their learning needs fosters the ability to start a task and see it through to completion.

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2. USING THE PSYCHO-EDUCATIONAL ASSESSMENT TO HELP YOUR CHILD AT HOME:

It can sometimes be confusing for parents raising an Autistic child. On weekends or holidays, the child might remember how to get dressed with no difficulty at all, but on school days, you might find them sitting on the bedroom floor, zoned out, or in tears because they can’t seem to start the task. A psycho-educational assessment may shed light on this. Perhaps anxiety is at play, driven by the fast pace and social demands of school. The child might avoid school because it feels overwhelming and stressful, and so they are unable to do the tasks that get them ready to go there.

Another possibility is that the child hasn't fully learned the task, even if you've taught it many times. They might not remember the sequence of steps needed to start or finish getting dressed, so they avoid it, possibly feeling bad about themselves for it. Reviewing the assessment can reveal, for example, that your child is a strong visual learner with challenges in working memory (very short-term memory), and their subsequent sensory-motor assessment shows difficulties with fine motor skills and muscle tone as well.

All this information helps explain what’s going on; for instance, why a nine-year-old might struggle with getting dressed. They may need the task broken down into steps and to be provided with a visual ‘to-do’ list or task strip of visual images showing each step. It also explains why they may need help with socks, buttons, zippers, and laces. Remember that your child isn’t refusing to get dressed or having a meltdown to be difficult—they need to be taught in a way that matches their learning style.

When faced with a task, your Autistic child might forget how to do it or physically struggle with it. Using teaching approaches and supports that work for your child can help them to be successful with it. It is likely that they will struggle less, feel better about themselves, and be less averse to doing what's expected. Motivation can increase when the child associates the task with positive feelings that arise when they are calmly and sincerely praised for their effort or for completing the task.

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3. GET A COMPREHENSIVE SENSORY AND MOTOR ASSESSMENT:

Information provided by a psycho-educational assessment isn’t the only data that can be highly valuable in trying to help an Autistic child regarding motivation or engagement. We know that around 90% of Autistic children have sensory and/or motor experiences that can trigger emotional reactions and behavioural responses¹. When parents are trying to boost their child’s motivation, sensory and motor assessments can offer vital clues to determine underlying reasons for avoidant or low-motivation behaviour. These assessments help parents understand how the child experiences the sensory world and pinpoint any motor skill challenges that need consideration and accommodation.

For example, a child with low muscle tone might tire quickly and seem weak for their age. Knowing this a parent could ask them to do the recycling instead of taking out the garbage, or to help put away groceries instead of carrying them into the house.

Parents can also match chores to their child’s sensory needs. A child who is sensitive to the textures of food might gag when scraping sauce-laden scraps off dinner plates but be perfectly fine unloading a clean dishwasher. A child sensitive to noise might struggle with vacuuming but be happy to wipe down counters or fold laundry. When the child feels competent with the task, they are likely to be able to start and finish it. Parents whose child who cannot tolerate crowds may enjoy a different activity than going to the mall on a Saturday afternoon, such as spending a quiet day with grandparents.

A study conducted by MacDonald et al.² highlights that Autistic children often experience challenges with both fine and gross motor skills, which can make tasks like dressing, printing or engaging in physical play challenging. Understanding motor skills is crucial if a child struggles with daily tasks. This assessment identifies fine and gross motor skill challenges that can impact self-care, writing, or physical activities. Kids with large motor challenges might be anxious and unwilling to take part in team sports because of past teasing and bullying and the embarrassment from being picked last. This may manifest in refusal to join extra-curricular soccer, baseball, or hockey teams. When parents know the reason for a behaviour, creative solutions can be devised. Maybe the child can pursue an individual sport like Judo, swimming, or gymnastics.

These kinds of creative solutions can accompany professional therapy from an Occupational Therapist (OT) if that resource is available. Parents may have access to an OT through group benefits related to their workplace, or provincial programs that allow them to spend funding on supportive professionals such as these. It is important to find an OT with expertise in conducting sensory assessments and with extensive experience working with Autistic children.

The findings and recommendations found in a comprehensive sensory and motor assessment can help children feel supported, valued, and understood. Creating a home that respects everyone’s sensory and motor needs allows Autistic children feel pride in who they are and comfortable asking for what they need. With this understanding, parents can reduce the barriers that make it hard for their child do what has been asked of them.

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4.  TAILORED SENSORY ENVIRONMENTS:

By creating sensory environments that eliminate or reduce the potential for overwhelm and high anxiety, Autistic children may be more motivated to do chores or tasks they could not otherwise do. A careful study of the comprehensive sensory assessment can indicate which areas of sensory need support or accommodation are needed. Your occupational therapist can help you interpret the results and give you specific ideas for home, community, and school. This is important because once we know how an Autistic child experiences their sensory world, we can find ways to make sure they feel safe and calm at home and away.

In the home, parents may create areas where their Autistic child can move around—perhaps they have a hanging chair that hooks into the ceiling, a climbing wall, a rocking chair, and a foam crash pad. If their sensory assessment shows that they seek deep pressure, they may benefit from a weighted lap pad. Maybe parents create calming zones in their Autistic child’s bedroom where they place a small tent, a blanket with texture that is pleasing to the child, a favourite book and a flashlight. The child can be taught to use this retreat when they begin to feel stressed or anxious.

Here are some ideas or scenarios where the sensory environment is tailored to meet the needs of the Autistic child in the home. Noise-cancelling headphones or earbuds can be available at all times to family members so that anyone doing homework won’t be disturbed by someone else watching a movie. There are no fluorescent lights in the home, and parents do not to purchase home products that are fragranced. The shower pressure is kept low so that the Autistic child who is hyper-sensitive in tactile processing can enjoy long showers. The parents honour everyone’s food preferences and never force a child to eat what cannot be tolerated. Clothing the child loves is purchased in multiples, and parents support the child in choosing to wear socks and underwear inside out to avoid the discomfort of seams.

Parents can provide similar considerations when they go out with their Autistic child. For instance, they bring along headphones, encourage the child to choose comfortable clothing, and avoid crowded places. Parents always have preferred snacks on hand and steer clear of loud restaurants with high, echoey ceilings and roving employees who sing Happy Birthday to nearby guests. When an Autistic child knows their sensory needs are respected and accommodated in the community, parents likely will observe greater engagement and less resistance in getting ready to go out. Motivation to participate in outings may be evident as the child is happy to accompany the parent and take the steps needed to get ready to leave the house.

By modelling a neurodiversity-affirming household that meets the child's sensory needs, parents show that their child's comfort and safety are valued and prioritized. When children avoid sensory overwhelm, they are less likely to meet tasks, chores, and other expectations with emotional or behavioural responses intended to protect themselves. In other words, addressing sensory needs can successfully peel away important underlying reasons Autistic children appear unmotivated or are unable to do what is expected of them.

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5. EXECUTIVE FUNCTIONING CHALLENGES

Among the underlying reasons Autistic children may struggle with challenging or uninteresting tasks is difficulty with Executive Functioning (EF) skills. These EF skills include the ability to plan, start, prioritize, organize, manage time, or sustain attention to a task, as well as utilize working memory (very short-term memory), and manage impulses and emotions. 

The vast majority of Autistic people –as many as 78%--struggle with some aspects of executive functioning³. That list of executive skills is also used to describe Attention Deficit Hyperactivity Disorder/ ADHD, a neurodiversity identity marked by significant levels of executive dysfunction (and also a remarkable ability to hyperfocus on interests, excellent problem-solving skills and creativity). According to Antshel and Russo⁴, “ADHD is the most common comorbidity in children with ASD with comorbidity rates in the 40-70% range” (p. 279).

Given the connection between EF challenges and autism, it is not surprising that Autistic children may have difficulty knowing how to start or work through what is expected of them. Consider asking a 12-year-old Autistic child to clean up the messy playroom. She may not know how to begin, what to do next, or how to manage her feelings of frustration. Left alone with this daunting chore can result in tears, inertia, or a verbal outburst. She may lack any motivation to begin or complete the task.

EF includes time management problems which can lead to difficulty in prioritizing tasks and determining how much time each task will require. Underestimating the time required often results in procrastination and tasks being left unfinished. Repeatedly struggling to manage tasks independently can leave a child feeling frustrated, anxious, and incapable. This sense of defeat can sap their motivation to keep trying⁵.

Challenges with EF can also include problems with impulse control—especially when there is a co-occurring diagnosis of ADHD. How does this affect motivation? An Autistic child with this challenge will likely struggle to resist distractions and persevere on uninteresting tasks for any length of time. This can make it hard to complete things like household chores, personal care, homework, or to participate in family social events.

The Autistic child who struggles with impulse control may not be motivated to engage in these kinds of tasks because they do not offer immediate gratification. It is important to note that EF challenges can contribute to anxiety, and this, too, can greatly impact motivation.  We will dive into the topic of how anxiety can influence motivation following this discussion of EF.

If you believe EF challenges are contributing to or causing your child to avoid tasks, and to lack what looks like motivation, there are lots of things you can try:

Check Existing Data for Clues: Reviewing your child’s psycho-educational assessment can help pinpoint which areas of EF need support. Executive functions are often, but not always, a comprehensive part of that assessment. Online sources such as understood.org, a non-profit which provides resources and support for people who think and learn differently, can provide you with strategies for specific challenges.

Consistent Routines: Establishing predictable routines helps avoid overwhelm. Visual schedules can be great for showing what’s coming up and when.

Task Strips:  Breaking chores into manageable steps with task strips can make them more manageable for your child. Make sure your child has mastered each step before expecting them to do the task independently. A checklist can help your child enjoy the satisfaction of completing each step of a task.

Daily Calendar Review: Going over the calendar daily helps your child anticipate appointments and special events, reducing anxiety and improving EF.

Time Estimates: For Autistic children with anxiety around time, you could offer a time estimate for tasks and set a visual timer. Overestimating can help to account for slow processing speed or motor challenges. Some children are anxious if timed. In that case, avoid visual timers. Each child must have their individual needs met.

Fun Activities: Plan enjoyable and calming activities after more demanding ones to keep overwhelm at bay and enhance motivation.

Positive Reinforcement: Positively acknowledge both effort and results. Rewards can range from verbal praise to extra time with a favourite activity or providing a special privilege. Collaborate with your child to choose rewards that are highly motivating.

Consistent Support: If parents live apart, providing the same support at both homes benefits the child. Also, ask teachers if they can use similar strategies at school.

Technology Aids: There are many technology-based tools to support EF. Apps like ‘Finch Care Pet’ can gamify tasks, while ‘Goblin.tools’ can break down tasks into steps which can be used online or printed. Countdown timers, voice-to-text apps, and books like "Smart but Scattered" and "The Everything Parent’s Guide to Children with Executive Functioning Disorder" offer additional support and ideas.

EF challenges can be very frustrating for the Autistic child. When parents can help them to manage these challenges, barriers to starting, completing, or taking part in activities can be improved or removed.

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6.   ANXIETY SUBSTANTIALLY INTERFERES WITH MOTIVATION

Anxiety is a common experience for Autistic children and can significantly impact their ability to do what is asked of them. Research has found a wide range regarding how many Autistic youth experience anxiety, from 2% to 84%⁶; this anxiety can impair EF skills⁷. skills, essential for planning, starting tasks, organizing, focusing, remembering instructions, and making adjustments, can be disrupted when the 'thinking brain' (the prefrontal cortex) is overridden by the 'emotional brain' (the limbic system) during anxious moments⁸. This means that when emotions take over, the cognitive ability is compromised. So, if your Autistic child seems 'lazy,' 'lost,' or 'defiant,' it may be that they are actually overwhelmed by anxiety and unable to perform the task at hand.

To address this, it's crucial to identify the causes of anxiety and implement effective support. Therapy can be invaluable, but it’s also essential to address the sources of anxiety directly. For instance, if neighbourhood kids are bullying your child, teaching them to calm down with deep belly breaths is helpful, but stopping the bullying is also important.

Consider a 12-year-old who can't give his order at a loud, busy restaurant because his anxiety prevents him from speaking. You can help reduce his anxiety by taking him outside for a break or doing a mindfulness exercise at the table. Additionally, addressing the root cause by offering earbuds to dull ambient noise, headphones to cancel out sounds, or choosing quieter restaurants can be very effective.

Keep in mind that unmet need needs in any area can contribute to anxiety. Sensory overload, misunderstanding others or being misunderstood, having no friends and feeling isolated, or simply trying to exist in a world dominated by people whose intentions escape you, and who mischaracterise yours, can contribute to anxiety in Autistic children or adults.

Combining strategies to manage physical symptoms of anxiety with practical solutions to mitigate its sources can give your child the help they need. This, in turn, can help them to be ready to take on their chores, homework, and social events with greater confidence and less anxiety.

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7.  SOCIAL CONNECTIONS CAN HELP AUTISTIC CHILDREN TO ENGAGE IN TASKS AND CHORES

Social connections are vital for Autistic children, helping them enjoy feelings of belonging and acceptance and avoid isolation. Contrary to common belief, many Autistic children are socially motivated but struggle to understand the expectations of their neurotypical peers in fact, research shows that good quality friendship can reduce anxiety in Autistic children⁹. Conversely, if that child struggles to make friends in spite of their best efforts, it can increase anxiety. This is where the connection between anxiety and motivation comes into play: when a child has no friends at school, anxiety can be significant and so executive functions can be impacted.

Research bears this out. For example, one study¹⁰ stated that “…anxiety in particular has been noted to have a strong association with poor EF performance in [Autistic] populations] (p. 1203). This can mean those children struggling with anxiety may be less able to start or complete their homework, chores, and other tasks.

In addressing this underlying cause of their Autistic child’s apparent lack of motivation, it is essential to understand the ways in which their neurology directs them to interact with others. For example, a child might stand far away from a group of peers at play, hoping to be invited to participate, yet no one notices that they are expressing an interest in joining in. Another Autistic child may join a group without asking and confidently tells the others what they should be doing. This child, intrinsically motivated to engage and demonstrating leadership qualities, does not understand why they are rejected and asked to leave the group. These experiences can cause significant anxiety and highlight the double empathy problem, where Autistic and neurotypical children misunderstand each other's intentions and perspectives.

Close friendships can protect against anxiety, making it crucial to support Autistic children in developing good friendships. This not only bodes well for their mental health, but can address those challenges related to motivation. It is worth noting that when a child is overcome with anxiety, the emotional brain (the limbic system) may dominate and the thinking part of the brain (the prefrontal cortex where executive functions originate) is harder to access⁸. Research has found associations between loneliness and anxiety and depression in autistic samples¹¹, and poor EF has been linked to loneliness and depressive symptoms in autistic youth¹². In turn, this may prevent a child from being able to start and complete their responsibilities or they may appear unmotivated to engage in their responsibilities The reality is they need help and understanding to move forward.

The good news is that parents can help motivate Autistic children by assisting them to form friendships. Good friends provide companionship, support, and a sense of belonging, and protect the child from mental health issues like anxiety and depression¹³. In turn, a sense of well-being can help children to do what is expected of them.

Tips for Helping Your Autistic Child Develop Friendships

• Ask Teachers: Find out if there is anyone your child spends time within class and arrange a playdate.
• Neighborhood Connections: Identify similar-aged children in your neighborhood who share your child's interests. Friendships often form around shared interests.
• Extra-Curricular Activities: Focus on your child's interests. Consider activities like video game programming, Lego camps, art camps, or any other activities they enjoy.
• Parent Support Groups: These groups may help you find friendship opportunities through parents whose child share similar interests with your child.

Addressing Bullying

Social isolation isn't the only social cause of anxiety in Autistic children. They are also at a higher risk of being bullied than their neurotypical peers, again contributing to depression and high anxiety. This can make it hard and de-motivating for a child to get ready for school, as they want to avoid the frightening bullying. It's essential to address bullying effectively for the child’s safety and well-being. Resources like BullyingCanada provide support and resources to bullied children and their parents,  and the Government of Ontario offers tips for parents on handling bullying.

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8. MATCH DEMANDS TO ABILITY:

Aligning the expectations you have of your child to their current ability is a strategy that can help Autistic children to be more successful in completing chores and responsibilities. When adults match the task with their child’s knowledge (what they actually know and understand—not what the adults think they should know for their age); their processing speed (is anxiety slowing this executive function down?) and their ability to cope (are you asking them to do an unexpected chore after a difficult day at school, or when they didn’t sleep well last night or when all of their classmates were invited to a party and they weren’t?). When we keep in mind that the capacity to cope can vary day-to-day, even hour to hour, we can take that into consideration when asking them to do something.

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9.  SUPPORT INTOLERANCE OF UNCERTAINTY WITH VISUALS TO MAKE LIFE MORE PREDICTABLE:

Autistic people tend to have a predisposition to anxiety when they are unsure what to expect of a situation, or what is expected of them¹⁴. This is called Intolerance of Uncertainty (IoU). Difficulty managing uncertain or novel situations can increase symptoms of anxiety, and this, in turn, can make it more challenging to deal with daily stressors and any changes in routine. This predisposition to anxiety with uncertainty is high among Autistic people. A study conducted by Boulter et al.¹⁵ found that Autistic children and adolescents showed higher levels of IoU than their neurotypical peers.

The best way to support IoU for your Autistic child is to make each day and its expectations predictable. Parents can do this with some simple but very helpful approaches:

Supporting children with IoU involves creating predictability and routines using visuals. At the same time, strategies to handle unpredictability and change can be taught over time. Here are some effective approaches to address IoU.

Create a Structured Environment:

• Visual schedules can outline the daily routine and activities, so the child knows what to expect.
• Developing routines offers consistency, giving the child a sense of predictability.
• Offering choices within your daily structure gives the child a sense of control (unless your child struggles with making a choice).

Provide Clear and Specific Information:

• Give advance notice regarding changes or upcoming events to allow time to mentally prepare.
• Use clear, unambiguous language when giving instructions so Autistic children understand what is expected of them.
• Task strips are very useful in breaking complex chores into manageable steps. They can be as simple as a ‘to-do list’ or created by using images. They help the child understand how to do what is expected.

To encourage flexible thinking:

• Talk about plans before they take place.
• Involve the child in creating an alternative Plan B (If it rains, then we will go the movie theatre and arcade).
• When parents are able to model acceptance and stay calm, the child may follow their lead.
• Model flexible thinking using role-play scenarios. This can be a fun way to show how someone can tolerate the unexpected.
• Model flexible thinking in real life situations. If your child is tired or has had a bad day, reduce expectations: “You look exhausted. This is a good time to go to our Plan B. I will empty the dishwasher and feed the dogs while you go listen to your Taylor Swift music and rest on the sofa.”

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10. BODY DOUBLING:

This is a strategy that can help children to be more productive. It occurs when another person works alongside another to help improve focus and attention to the task at hand. Studies show it is helpful for Autistic people ¹⁶.

Researchers believe body doubling can provide motivation to stay on task and acts as a visual prompt to get started and to stay focused on the task¹⁷. It can be done in person or using a virtual platform. The two people would schedule a virtual meeting and work on their individual tasks while feeling that they were working with another person. Many parents will be able to relate to the effectiveness of this approach, as the supportive presence of Mom or Dad can help our Autistic children start their tasks and get them done. By being present, we can quickly redirect them back to their work with a quick prompt or provide assistance if they get stuck and need help to move forward. The ‘body double’ is there to keep the child in the moment, and by being there, can help the child stay on track and be accountable

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11. DEMAND AVOIDANCE

Some Autistic children require so much certainty and predictability that they are unable to comply with the demands of others. They have significant anxiety when someone else tries to interfere with their autonomy. They may have a very strong need for routine and predictability, and unplanned tasks, chores or outings can trigger anxiety and be very disruptive to their day. When they are told what to do, it may prompt a feeling akin to losing control, and they may use any number of tactics to prevent that from happening. Even everyday chores and tasks that are irrelevant to your child can be met with resistance.

The root of demand avoidance may be where they feel overwhelmed with sensory, social, or physical demands that have exceeded their ability to cope. They may be unable to cooperate with any plan if they were not part of the decision-making process.  Research has suggested that anxiety may be the root of demand avoidance behaviours¹⁹. In other words, anxiety from the demands of others can be the cause of motivation challenges in Autistic children. Like all the other underlying reasons for low or no motivation, addressing the underlying causes can be helpful, as can working collaboratively with your child to make decisions on expectations, offering choices, and making indirect requests when you want them to do something.

For more information about this topic and strategies for moving forward, please see our ‘Demand Avoidance’ toolkit.

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12.  TRANSITIONS

Autistic children often struggle with transitions, which can include waking up, changing clothes, moving from one activity to another, and shifting from one location to another. Life changes like the arrival of a new sibling, moving to a new home or new school, seasonal changes, and health changes are also transitions. EF differences can make it hard for some children to shift attention, manage emotions, and process information quickly.

Distress during transitions can cause emotional responses like shutting down and becoming inert, flopping to the ground, crying, or eloping. Negative memories and sensory sensitivities can heighten anxiety, making transitions even harder. A strong focus on areas of high interest can also interfere with moving to less enjoyable tasks. Autistic neurology can mean the child is so deeply engrossed in doing what they are doing that they don’t hear requests to stop or instruct what to do next (also called ‘monotropism’).

Parents can minimize transition struggles in several ways:

• Visual Schedules: Use calendars and daily visual schedules to remind the child of upcoming events and the day's routine.
• Consistent Routines: Establishing and maintaining consistent routines provides comfort for children who crave predictability and certainty.
• Countdown Timers: Provide five-minute and one-minute warnings before transitions.
• Clear Information: Explain what will happen, what to expect, and what is expected of the child.
• Choices: Some children do well when you offer them choices when it is time to transition. You could ask, for instance, ‘Do they want to do homework for 20 minutes or empty the dishwasher?’
• Interests: Use their interests to motivate them. Other children find choices stressful, so for them, choices would not be the right strategy.

Modeling flexibility is also crucial. If you can stay calm and supportive, showing emotional regulation and understanding, you’re modelling the behaviour you ultimately want them to display. For example, saying, “I know this is hard for you, and so you can take three more minutes to finish your game,” shows flexible thinking.

Helping Autistic children manage transitions effectively is essential for supporting their motivation to complete tasks, whether it’s a life skill, homework, or another responsibility. Transitions can be particularly overwhelming for Autistic children due to executive function differences, sensory sensitivities, and heightened anxiety, which can reduce their ability to focus and increase resistance to doing what is needed²¹.

However, specific strategies—such as using visual schedules, maintaining consistent routines, providing countdown warnings, giving clear explanations, and, when appropriate, offering choices or incorporating their interests—can reduce the stress and uncertainty of transitions. These strategies not only make transitions smoother but also help motivate the child by creating a sense of predictability, control, and emotional safety. When children feel supported and secure, they are more willing and able to engage with tasks, whether they are enjoyable or not, and to work to develop the confidence and skills needed to succeed in the long term.

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