EDUCATION
initial play dates can serve as the stepping-stone for
continued play dates throughout the year, which is
a great way to expand social relationships outside of
the classroom.
The Night Before the First Day of School
One of the most important strategies is to create a
schedule and stick to it as much as possible. A po-
tential schedule could include:
Dinner: 6:30 pm
Playtime and prepare school bag/lunch: 7:00
pm
Bath: 7:30 pm
Story: 8:00 pm
Lights out: 8:30 pm
Having the same bedtime every night is the most
important part of the schedule, as sleep is import-
ant for everyone (including kids). It’s a good idea to
get the backpack ready the night before, so every-
thing is organized. You can have your child prepare
for school in different ways depending on his/her
age (e.g., picking out clothes, making lunch, etc.).
If your child brings a lunch to school, you can allow
him/her to help pick some of the food going into the
lunchbox (such as a favorite snack), so your child has
something yummy to look forward to at lunch!
The First School Morning
The morning before school can be a hectic time, so
having the backpack already prepared is one less
thing to do. If your child doesn’t eat breakfast at
school, one important thing you want to make time
for is breakfast at home. Being hungry can impact
a child’s ability to focus, so it’s important to head
to school with a full stomach, ready to learn! After
breakfast, you may have to wait for the bus, which
can be hard for some kids. Plan a quick activity to do
with your child (e.g., playing “I Spy” while looking out
the window, singing songs, etc.), so there is some-
thing for your child to do if he/she has a difficult time
waiting.
At School
Time for school! If you take your child to school, say-
ing goodbye can sometimes be a challenge. While
10 | Autism Parenting Magazine | Issue 65
telling your child goodbye for the day, be sure to say
when you will see each other next, such as, “I’ll see
you after school today.” Having a clear expectation is
helpful for all of us. For the younger kiddos, leaving
when they are engaged in an activity (e.g., playing
with trains) can be helpful, because they can be dis-
tracted by something they enjoy. When you are leav-
ing, it is best to leave the area rather than stand out-
side the door/window where your child can see you.
Saying goodbye and still being visible can confuse a
child, even though you aren’t directly with him/her.
While it can be hard to see your child get upset, the
teacher is well prepared and can help him/her start
the day.
Do you want to know how your child’s day was? Tell
your child’s teacher one or two things that are most
important for you to know about (e.g., meltdowns,
communication, eating, play, etc.). This way, you can
obtain the information you need.
Marisa Goudy is a Board Certified Behavior Ana-
lyst (BCBA) with National Speech/Language Ther-
apy Center. She directs the behavior programs in
their Washington, DC, location. For more informa-
tion, or to contact National Speech directly and
view the Behavior BluePrints blog, visit their sites:
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