Our Favourite Strategies
by Janyce Lastman (with a little help from Noah, age 7-1/2, Grade 2)

When Noah is starting a new programme (e.g. camp, social skills group, or
a new grade in school), we request a list of other kids a few days prior to
the beginning.  Noah reads it over a few, times, finds his own name (it
helps him understand that he is now one of the group).  We refer back to it
for a while, adding and labelling names of counsellors, bus drivers,
instructors, etc. and we also regroup the children (e.g. Grade 2 boys,
Grade 3 girls, juniors/seniors etc.)  We find that this eases Noah's
anxiety over the new situation!

For large-scale social events (such as Christmas/ Chanukah parties) and
Noah's birthday parties, Noah writes up name tags or gift tags FIRST, then
we make loot bags and make or buy and wrap gifts.  This makes the process
more meaningful and interesting for him.  If guests are expected, Noah
hands out name stickers that he has prepared ahead of time!  This helps
bridge initial interaction, keeps track of arrivals and reinforces who's
who.

When I am setting limits, reinforcing rules or easing transitions, I use
the "signs" and "written prompts" around me,  and I walk Noah logically
through my thinking.  /fir ubstabcem if we plan on seeing a 4 p.m. movie, I
have Noah locate the movie ad in the paper, note the starting time,
estimate travel and lining-up time, and calculate backward for a departure
time.  This  makes more sense to him than saying "We'll need to leave by 3
to cathch that movie you want to see."    If Noah damands to visit his
favourite software store or his favourite restaurant, I write out the hours
of daily operation, and we pick another more suitable (but specific) date
or time.  He understands this much better than the more indefinite "We'll
get there one day soon" or "Maybe next week".