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park1Transitions are known to be difficult for any child with isms.  Having sat in IEP meetings as an Occupational Therapist (OT), and having sat in my own child’s IEP meetings, it doesn’t take long for the word to pop up.  There’s a knowing tone of voice when the word lands and settles.  All parties nod.  This child struggles with “transitions.”

Having already blogged about transitions in Changing the Way We Think About Transitions and proposing that disengagement has more to do with the difficulty in transitioning to the next task, I have spent more and more time in observation of children and the way they disengage.

Disengaging From Activities
Kids with isms have significant difficulty disengaging from activities.  Some don’t stop at all until acted upon by an outside force to physically redirect their bodies or their attention.

I’ve seen this present as:

  • difficulty with the morning or the evening routine;
  • rigidity in leaving unfinished work, or stopping work in progress;
  • stereotypys/”stims”;
  • trouble following lines or boundaries; and
  • difficulty only doing work that is asked, without embellishment or unusual supplementation.
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Teresa Fair-Field, OTR/L
Teresa graduated from Pacific University (1993) in Forest Grove, Oregon, earning the Outstanding Graduate in Occupational Therapy award. She spent the majority of her career in neuro-rehabilitation, and enjoys understanding sensation and behavior from a nervous system perspective. She is certified in Ayres Sensory Integration® and is qualified to deliver the SIPT assessment. Teresa is currently working on a doctorate in occupational therapy (2016) with Chatham University in Pennsylvania. Her doctoral focus is to increase parent’s sense of efficacy in managing their child’s routines through a model of coaching and support.