Make the Holiday Season Work for Your Child

Kristen Walsh, M.S., BCBA, LBA (CT)

When you think of the holiday season, what do you think of? The decorations? The lights? The music? All of these changes seem so exciting, right? Maybe not to everyone.  There are many potential issues that could arise due to the changes that naturally come with the holiday season.  This can be true for typically developing individuals but even more common for those with Autism Spectrum Disorder.  Let’s take a look at some possible problems and solutions.

Disruptions to Daily Routines:

When working with children with Autism, it is common for a daily routine to be established. If that routine is interrupted, it could cause challenging behaviors.  During the holidays, your home may look different due to furniture in the home needing to be moved in order to accommodate decorations.  One strategy to help with all of the potential changes is to start small. Before bringing out the decorations, be sure to have conversations about what is going to happen in the next few days or weeks. You can also engage your child by allowing them to choose some decorations. Letting them help will allow them to become familiar with the objects that will be around the house. They may want to have a certain ornament closer to the ground or higher on the tree. They may want to help you put up the stockings. Be sure to have conversations with your child about decorations that should not be touched/played with. When your child is engaging in appropriate behaviors such as admiring the decorations, etc., be sure to praise them, in hopes to reinforce this appropriate behavior in the future.

Sensory Issues Related to Lights and Music:

An increase or change in typical lights and sounds, at home or in the community, could cause sensory issues for some children. “It is estimated that over 80 percent of individuals with autism demonstrate behaviors that may be related to poor sensory modulation such as self-stimulation (excessive rocking or spinning), avoiding behaviors (such as placing hands over ears in response to typical levels of auditory input), sensory seeking (twirling, chewing, et cetera) and ‘tuning out’ behaviors (such as not responding to their name or other environmental cues) (Rogers et al., 2003; Ornitz, 1974; Tomchek and Dunn, 2007).”

Functional communication training (FCT) is an important tool to utilize when addressing behaviors related to a sensitivity to light and sound. “FCT is a function-based treatment that involves teaching an alternative, and more appropriate functional communication response (FCR) that results in the delivery of the same reinforcer(s) purported to be maintaining problem behavior (Carr & Durand, 1985; Durand & Moskowitz, 2015).” For example, if your child engages in screaming behavior when the Christmas tree lights are turned on, you can prompt them to use the functional language of “Lights off, please.” This teaches the child they can access the same outcome (the lights being shut off) by requesting it more appropriately.

Waiting:

Waiting is also a skill that is difficult for many children with Autism, making holidays more challenging. Keep in mind that each child is different. Some children don’t like to wait and want to rip open their presents as soon as possible, and who could blame them? If this is the case, then perhaps the whole family opens them at the same time. If your child can wait, then perhaps they open the first gift and then are able to watch siblings/other family members. If the wait required to open a well wrapped gift is a trigger, assist your child by using  hand over hand prompting at first and try to fade back with each present opened. 

If your child is not used to being seated for long meals, you can use timers and tangible or edible rewards to slowly increase their time at the table leading up to a family gathering.  If challenging behavior arises in response to being around extended family members, this is a skill that can be practiced using role play. Rehearse these skills in the days and weeks leading up to the holidays. Be sure to praise your child for the appropriate behaviors that you are hoping for!

This holiday season, be sure to prepare your child well in advance so they can take part in traditions most important to your family, but also prepare to be flexible and make new traditions that fit the needs of your family. Build in breaks for your child and make sure to have activities that your child enjoys the most interspersed regularly between holiday traditions they prefer less. Have a happy holiday season!

Sources:

Baranek, G.T. (2002). Efficacy of Sensory and Motor Interventions for Children with Autism. Journal of Autism and Developmental Disorders. 32(5), 397–422.

Carr E. G, Durand V. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis. (18), 111–126.

Durand, V. M., & Moskowitz, L. (2015). Functional communication training: thirty years of treating challenging behavior. Topics in Early Childhood Special Education. 35 (2), 116–126.

Ghaemmaghami, M., Hanley, G., & Jessel, J. (2021). Functional communication training: From efficacy to effectiveness. Journal of Applied Behavior Analysis, (54), 122-143. https://doi.org/10.1002/jaba/762 

Ornitz, E.M. (1974). The modulation of sensory input and motor output in autistic children. Journal of Autism and Childhood Schizophrenia. 4(3), 197–215.

Rogers, S.J., Hepburn, S. & Wehner, E. (2003). Parent reports of sensory symptoms in toddlers with autism and those with other developmental disorders. Journal of Autism and Developmental Disorders, (33), 631–642.

Schaaf, R. C., Toth-Choen, S., Johnson, S. L., Outten, G., & Benevides, T. W. (2011). The everyday routines of families of children with autism. Sage Publications and The National Autistic Society, Vol 15 (3) 373-289.