Post #7 Transition objects & finished

Autism and learning difficulties and young children.

For many children and young people, following a 'first - then' sequence of activities may not be the best way to provide information about their activities. In particular, children in the early years and children and young people who have autism and learning difficulties may not find this 2 step sequence meaningful. In this case you may be more successful by providing information one step at a time. 

Transition objects are objects of giving meaningful information to your child. For example, a toilet roll indicates " toilet", a cup means "snack". Transition objects should be chosen depending on your child's understanding and based upon what is meaningful to them. If this is new to you, or is a strategy you have not used at home before, start by selecting objects for key routines of the day (e.g., toilet, snack, lunch, play, garden and so on). Start by selecting 2 of the objects which you think your child is most likely to learn and/or understand. Hand one of these objects to your child, use key word(s) only and prompt your child to carry the object to the corresponding activity. When this activity is finished, prompt your child to place the object in a finished box (see below). Then give the next object to your child, again use key word(s) and prompt your child to carry the object to the corresponding activity. 

Watch this film for a demonstration of handing the object to your child and prompting them to the activity: 

Think carefully about which 2 objects/activities you introduce to your child first - you, & they, are more likely to be successful if you start with a non-preferred activity, followed by a preferred activity, as this rewards your child. For example, "toilet" followed by "snack" or "brush teeth" followed by "marble run". Once your child has learned the first 2 objects and the activities they represent, you can add another object/activity, in this way you can build up a set of transition objects for the day. Stick to giving your child one object at a time for greater clarity. Note that in the film they mention moving on from objects to pictures and symbols - there is no need at this stage to be thinking about this, for now concentrate on finding objects that are meaningful for your child.

Finished box or basket
The concept of 'finished' is important for your child. Label a box or basket with 'finished' and each time an activity is finished, take the box/basket to your child and prompt your child to place the object into the finished box. Verbally prompt, e.g., "snack finished". When the object is in the finished box, hand the next object to your child and prompt them to the next activity as above. Some children will learn 'finished' quite quickly and you might move on to having a designated place in one room where you keep the finished box. In this case, each time you tell your child "finished" he or she goes over to the finish box and places the object in the box, at that point you can then hand over the next object.

For children and young people who are learning to use transition objects at home, remember that plenty of practise and repetition will be needed. Take your time and don't feel you have to rush to introduce an object schedule. However, if you feel your child is ready for the next step, the a 'first-then' object schedule could be introduced.