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5 Sensory-Friendly Activities in Cary, NC, for Kids on the Autism Spectrum
Finding activities that work for kids with autism isn’t always easy. Many children on the autism spectrum experience sensory sensitivities, meaning certain sounds, lights, textures, or crowded spaces can feel overwhelming. That’s where sensory-friendly activities come in.
Across North Carolina, families can find inclusive spaces designed with sensory needs in mind. From serene nature trails to thoughtfully designed play areas, these environments create opportunities for enjoyable, stress-free outings.
The Cary community has taken significant steps to create welcome places such as quiet spaces in parks, sensory-friendly events, and recreational programs specifically adapted to support children with sensory sensitivities. These efforts go beyond standard accessibility features, focusing instead on fostering environments where kids can feel at ease and families can connect.
For families, the availability of such spaces can transform outings, offering opportunities for children to engage, explore, and play in settings designed with their needs in mind. Cary’s focus on inclusivity and accessibility has made it a leader in creating sensory-friendly opportunities, providing families with spaces they can truly enjoy together.
Here are five sensory-friendly activities in Cary that you and your family can try.
1. Explore Hemlock Bluffs Nature Preserve
Hemlock Bluffs Nature Preserve features gentle walking trails, shaded areas, and a peaceful environment filled with natural sounds. The scenic setting allows children to explore at their own pace without the overstimulation of busy parks.
The Stevens Nature Center at Hemlock Bluffs offers interactive exhibits and educational programs, with staff members trained to create a welcoming atmosphere for children with different sensory needs.
Tip for Families: Visit on weekday mornings for the quietest experience. Bring noise-canceling headphones if your child is sensitive to natural sounds like birds and rustling leaves.
2. Visit the Sensory-Friendly Play Area at Marla Dorrel Park
Marla Dorrel Park is home to Kids Together Playground, an inclusive play space designed for children of all abilities. The playground features wide, accessible pathways, shaded play structures, and sensory-friendly elements such as textured surfaces and quiet areas for breaks.
Kids Together Playground was designed with input from parents of children with disabilities, making it one of the most inclusive play spaces in the region.
Tip for Families: Visit early in the day or later in the afternoon to avoid peak crowds. Bring a picnic and enjoy the surrounding green space for a relaxing family outing.
3. Visit Cary’s YMCAs for Adaptive Sports Programs
Cary’s YMCAs offer adaptive sports programs for children with special needs, including sensory sensitivities. From day camps to summer camps, private swim lessons, and inclusive lacrosse leagues, there are a variety of offerings at different YMCA locations.
Tip for Families: Contact your neighborhood YMCA to learn about specific programs and schedules that cater to sensory-friendly needs.
4. Swim at Triangle Aquatic Center’s Adaptive Swim Program
The Triangle Aquatic Center in Cary offers adaptive swim programs for children with sensory sensitivities. The pool environment is calm, and instructors are trained to work with kids on the autism spectrum, making it a great way to build confidence in the water.
Tip for Families: Bring your child’s favorite swim gear or toys to help them feel more at ease.
5. Read and Relax at the Cary Regional Library
The Cary Regional Library provides a welcoming environment for children who enjoy books and quiet spaces. The library offers designated sensory-friendly story times, where children can listen to stories in a low-stimulation setting with soft lighting and limited background noise. The library also has cozy reading nooks and calming areas where kids can take a break.
Tip for Families: Ask library staff about quieter times or sensory-friendly events. Bring a favorite book or fidget toy to help your child feel more comfortable.
Check out our LEARN Behavioral blog on 5 simple play ideas for more sensory-friendly ideas.
Looking for additional support for your child in Cary, NC? At Priorities ABA, we use science and data to deliver contemporary applied behavior analysis (ABA) therapy, tailored exclusively to your child’s unique needs, behavior, and personality. Learn more about our services in the Cary area and contact us today!
What is Contemporary ABA?
Clinically Reviewed by Genevieve Marshall Ph.D., BCBA-D, LBA
People often say that history is written by the victors. When the colonists won the American Revolution, they described the war as a noble struggle to escape tyranny. Had the British won, history books might have called it a heroic effort to save the empire from ungrateful rebels.
In the same way, most people in America are able-bodied, so they decide what is “normal.” For example, we might see an autistic brain or someone with poor eyesight (but stronger other senses) as less valuable. But really, these are just different ways of thinking and living.
For more than 60 million Americans with disabilities, this can be a challenge. They have to fit their lives into a world designed for able-bodied people, even though it would be easy to make the world work for everyone.
Ableism and Ableist Misconceptions
Contemporary treatments include the individual in planning when possible. Contemporary practices change in response to the voices of those who have received therapy in the past.
Ableism is when able-bodied people assume everyone is like them and fail to see the challenges people with disabilities face.
Ableism includes unfair ideas, such as thinking people with disabilities always need help, even if they don’t ask for it. Not all disabilities are visible, which can lead to wrong assumptions about mental illnesses being different from physical ones. These false beliefs make it harder for people with disabilities to be treated equally and included in society.

ABA Intervention
Applied behavior analysis (ABA) is widely regarded as the most effective treatment for autism, supported by decades of research. It isn’t a single therapy method. Instead, it’s a flexible approach that uses different techniques to help children build the skills they need to thrive at school and in daily life.
Recently, ABA has increasingly become the target of much controversy as self-advocates are speaking up about their experiences. They reject the idea that teaching people with autism the skills deemed necessary without their input or choice. Some advocates say independence is meaningless without happiness and that people with autism should choose their own goals, which might not include fitting in with others.
ABA, which is essentially the science of good teaching, has a long history and was originally developed in the 1960s by a group of researchers at the University of Washington. ABA was used to treat individuals with developmental disabilities and initially was a rigid, highly structured and teacher-directed program, which led to some of the negative experiences and associations with ABA. Historically, for example, ABA was used to reduce or eliminate “stimming” – repetitive physical movements and sounds that may soothe and reduce anxiety. We now better understand that stimming helps people with autism manage their sensory processing and their environments.
Just like in other areas of medicine and science, the field of ABA has advanced in a significant and meaningful way to become a play-based, naturalistic, family-focused and individualized, contemporary treatment that is tailored to the unique needs and goals of everyone. A good ABA program collects and reports data to show effectiveness. Providers must demonstrate success, validated by parents, through goals set with the family. If your provider doesn’t follow this approach, they may not be using best practices.
ABA now adapts to individual needs by learning from adults. While negative experiences must be addressed, dismissing ABA entirely overlooks its success for many. Good programs focus on the client, seek consent, and value input. Research and ask key questions when choosing a provider.

What to Look for in an ABA Program
- Will I participate in determining the goals of treatment for myself/my child?
- How are your staff trained?
- How is my child’s program developed? Do all clients receive the same program or are they individualized?
- Will there be parent goals as part of my child’s program?
- How often is my child’s program modified or revised?
- How is data collected and reported?
- How often will I see data on my child’s progress?
Your child’s program should be client-centered and future looking, which means that your family and relevant caregivers are providing input into your child’s strengths and challenges, and that you and your child are helping to guide the goals of his/her program based on your preferences and needs.
The science of ABA has a long history with decades of research to support its development and evolution. While ABA is most widely known in its application to autism, ABA was developed, and has been applied, to address many circumstances regarding behavior that matter to society. ABA is applied in many different areas, including mental health, animal training, organizational behavior management, marketing, forensics, sports, and physical health, to name a few. Just as other areas of science and medicine advance and application of treatments change, so has the field of ABA. Many lives have been impacted by ABA for the better. It is incumbent upon the professional community to listen, learn, and evolve its practice so that their services are as relevant and effective as possible. After all, the purpose of ABA is to help children with autism achieve the goals that matter most to them and their families — goals that foster growth, independence, and joy in their everyday lives.
RBT vs BCBA: What’s the Difference Between a Registered Behavior Technician (RBT) and Board Certified Behavior Analyst (BCBA)?
When it comes to careers in the field of autism therapies, understanding the distinct roles of the professionals involved is crucial.
Two key positions in this field are registered behavior technicians (RBTs) and board certified behavior analysts (BCBAs). While both play essential roles in delivering effective therapy, they differ significantly in their responsibilities and qualifications. Learn about RBT vs BCBA salaries, roles, and more below.
Understanding the Role of a Registered Behavior Technician (RBT)
The role of an RBT is an entry-level position in the field of autism therapy. RBTs provide direct therapy to people with autism under the supervision of a BCBA.
To become an RBT, you must complete a 40-hour RBT certification, meaning a training program covering essential topics such as behavior management, data collection, and ethics. You must also pass a competency assessment and undergo a background check. At LEARN, we provide thorough behavior technician training and ongoing support for all BTs and RBTs.
RBTs work with behavior intervention plans, collect data on client progress, and keep clients safe during therapy sessions. They play a vital role in teaching and reinforcing new skills, promoting independence, and reducing behaviors that interfere with growth and learning. RBTs work closely with BCBAs, following their guidance and reporting progress and challenges observed during therapy sessions.
Exploring the Role of a Board Certified Behavior Analyst (BCBA)
A BCBA is a highly trained professional who specializes in assessing, designing, and using behavior intervention programs for people on the autism spectrum.
To become a BCBA, you must hold a master’s degree in behavior analysis or a related field such as psychology or education. Additionally, you must complete a defined number of supervised fieldwork hours and pass the BCBA certification exam administered by the Behavior Analyst Certification Board (BACB)®.
BCBAs are responsible for conducting assessments to identify the needs and goals of people on the autism spectrum. Based on these assessments, they develop behavior intervention plans tailored to each person’s unique needs.
BCBAs also provide training and support to other professionals, caregivers, and educators involved in the person’s treatment. BCBAs offer ongoing supervision and oversight to RBTs and other behavior therapy staff, and they make necessary adjustments to optimize outcomes.
BCBAs collaborate with other professionals, such as speech language pathologists, occupational therapists, school staff, and case managers to provide comprehensive care for people with autism.
Comparative Analysis: BCBA vs RBT
Here are the key differences in terms of educational qualifications, scope of practice, and career opportunities for a BCBA vs RBT:
- Educational Qualifications: RBTs need at least a high school diploma or equivalent and must complete a 40-hour training program approved by the BACB. In contrast, BCBAs are required to hold a master’s degree in behavior analysis or a related field, complete supervised experience, and pass a rigorous certification exam.
- Scope of Practice: RBTs work under the supervision of a BCBA, focusing on implementing behavior intervention plans and collecting data. BCBAs have a broader scope of practice, including conducting assessments, developing treatment plans, and overseeing the implementation of interventions. BCBAs have more autonomy and are authorized to make clinical decisions.
- Career Opportunities: RBTs typically provide direct therapy in various settings, such as schools and homes. BCBAs have more diverse career paths, including roles as consultants, supervisors, or private practitioners. RBT vs BCBA salary levels can vary across the country. Because of their advanced education and responsibilities, BCBAs generally earn higher salaries.
Both RBTs and BCBAs play important roles in autism therapy, complementing each other to provide comprehensive support and intervention for individuals with autism. Understanding these RBT vs BCBA roles can help you make informed decisions about your career path in this rewarding field.
To learn more about behavior technician jobs and ABA career opportunities available at LEARN, visit our careers page.
BCaBA vs BCBA: What’s the Difference Between a BCaBA and a BCBA?
When pursuing a career in autism therapy, it’s essential to understand the qualifications and roles of professionals in the field.
Two key titles you will encounter are known as board certified behavior analysts (BCBAs) and board certified assistant behavior analysts (BCaBAs). Though they sound similar, they have distinct differences.
The main difference between the BCaBA vs BCBA titles is the level of education and supervision required for each. Let’s explore more about each role.
BCaBA vs BCBA Requirements: What Level of Education Do I Need?
The titles “BCaBA” and “BCBA” are the two main certifications in the field of applied behavior analysis (ABA) therapy. That may sound like a lot of alphabet soup, but let’s break it down:
- A BCaBA requires a bachelor’s degree, while a BCBA requires both a bachelor’s and master’s degree.
The roles also require a different level of supervision.
- A BCaBA can’t practice without supervision from a BCBA or BCBA-D (doctoral-level BCBA). A BCBA can practice independently and supervise others.
What Does the Coursework Include?
There is a difference between BCBA and BCaBA coursework required. To become a BCBA, coursework covers ABA therapy for autism, ethics, measurement, experimental design, and behavior assessment. Additionally, candidates must complete supervised fieldwork and pass the BCBA exam.
For BCaBA certification, a minimum of a bachelor’s degree in behavior analysis, education, or a related field is required. Like the BCBA, candidates need coursework in ABA, ethics, measurement, experimental design, and behavior assessment. They also need to complete supervised fieldwork and pass the BCaBA exam.
Both certifications require continuing education to stay up to date with the latest advancements in the field.
BCBA vs BCaBA: What Do They Do?
BCaBAs and BCBAs both work with people who have developmental disabilities, such as autism, to help them change their behavior and lead more fulfilling lives.
These professionals use scientific approaches such as ABA therapy. They work in a variety of settings, including schools, homes, learning centers, and the community.
BCaBAs and BCBAs conduct assessments, develop individualized treatment plans, and work with families who have kids on the autism spectrum.
How Much Autonomy Does a BCBA vs BCaBA Have?
Supervision requirements and levels of autonomy differ between BCaBAs and BCBAs. BCBA candidates need a minimum of 1,500 hours of supervised experience, including at least 75 hours of face-to-face supervision from a qualified BCBA. BCaBA candidates require 1,000 hours of supervised experience, with at least 50 hours of face-to-face supervision.
One difference between a BCaBA and BCBA is that BCBAs generally have more autonomy, conducting assessments, developing behavior plans, and directly supervising others. BCaBAs, while crucial in treatment, work under a BCBA’s guidance, using behavior plans and collecting data. Together, they use evidence-based interventions tailored to each person’s needs.
What Kinds of Career Opportunities Are Available for a BCBA vs BCaBA?
Career prospects for BCBAs and BCaBAs are promising, driven by the growing demand for autism therapies. BCBAs can work in schools, clinics, and private practices, often holding supervisory roles and conducting assessments.
Both roles offer advancement opportunities. BCBAs can pursue advanced certifications like BCBA-D, leading to higher-level positions and research opportunities. BCaBAs can gain experience, pursue higher education, and take on more responsibilities, such as supervising other BCaBAs.
Specializations within behavior analysis — such as early intervention or verbal behavior — allow professionals to focus their expertise and advance their careers. Staying informed and pursuing ongoing professional development can lead to successful and fulfilling careers in autism therapies.
BCaBA Salary vs BCBA Salary: What’s the Difference?
Across the country, BCBA salaries typically range from $55,000 to $85,000 per year, influenced by experience, location, and work setting. BCaBAs earn between $35,000 and $55,000 per year, with similar influencing factors.
Geographic location, level of experience, specialization, and work setting all affect BCBA vs BCaBA salary levels. BCBAs and BCaBAs working in educational institutions or private clinics may earn higher salaries compared to those in nonprofit organizations.
While BCaBAs earn lower salaries, they play a crucial role in providing behavior analysis services under BCBA supervision. Ultimately, career goals, desired responsibility level, and commitment to professional development should guide the choice between these positions.
BCBA or BCaBA: How Do You Choose the Right Career Path?
If you’re seeking a career in autism therapy, both roles are crucial positions. You can start at one level and work your way up through education and experience. It’s common for people to earn an assistant certification before working toward becoming a BCBA.
Many BCBAs first earn a bachelor’s degree in psychology, education, or ABA, then pursue a master’s degree in ABA or a related field. The job growth rate for BCBAs is projected to be 8 percent from 2020 to 2030, which is faster than average for psychologists.
To learn more about BCBA or BCaBA job opportunities available at LEARN, visit our careers page.
Why Play is Essential to ABA Therapy for Autistic Children
Written by Eric Bowman, Advanced Behavior Technician, Total Spectrum Care
Play is an essential part of working with children with autism in ABA.
As a behavior technician (BT), play helps build trust and comfort between you and your client. That process starts with play, having fun, and being a kid. Getting your clients in a state of play builds this foundation for trust, which we refer to as “rapport.” When starting to work with a new client, your supervisor and/or client’s caregiver will provide you with some of your client’s special interests and activities. You can incorporate these into your sessions to make learning fun and personalized. Using rapport in combination with their preferred activities leads to successful pairing with your client.
In a Learning Center setting, for example, your supervisor may suggest activities such as playing with toys or board games or interacting with peers. Your client may quickly find interest in a Learning Center toy, game, or other activity without prompting. But, if your client doesn’t give you a direct response, give them choices based on what you know about them. For example, say “We can play with train tracks or do a puzzle. What would you like to do?” Give them different choices until they choose something.
As soon as they give you an answer or show signs of interest in something, reinforce the toy or activity by showing interest in it yourself, e.g., clapping or showing praise. In my experience, this part of the pairing process varies. Sometimes it may take a while for a client to warm up in a social environment. Other times, it happens quickly. It just depends on the individual. As a BT, this process teaches you to be patient. When you find out what interests your clients, it makes pairing with them in sessions more fun.
Natural Environment Teaching (NET) While Pairing
Playing and pairing as a BT is essential because it creates opportunities for natural environment teaching (NET). Playing with your clients encourages an environment in which they’re motivated to participate.
In my first week working with a client, we played Memory*, a matching game. This was the first time we actively played together, and I saw him deeply engaged in an activity. I learned that he has a great memory, making the game more engaging for both of us. He became more receptive to responding once his attention was directed toward the game. Playing the game created opportunities to reinforce his behavior like waiting his turn, following the rules, and using his words when he had questions. This was essential to pairing early on in our tech-to-client relationship.
Playing Memory aided me in building rapport with my client. It built trust and comfort that’s pertinent to his learning environment. I could tell he was having a good time and vice versa. This environment motivated my client to learn. He enjoyed engaging in the fun activity with me and a group of peers. Participating in group games encourages patience, following instructions, and communication between clients.
Let Play Be Your Guide
Gaining your client’s trust before you place any demands is key. They are less likely to listen to you if they don’t know who you are. That’s why it’s important to take the time to play and pair with your client and show them that you’re safe and fun to be around.
Learning to play with your clients teaches you their interests. It shows you their likes and dislikes. It also points you to different games or activities in the Learning Center or teaching environment that may trigger them. Knowing their interests allows you to identify their reinforcers and see behavior patterns that their board certified behavior analyst (BCBA) can implement into future programming.
Time Flies When You’re Having Fun
Playing can be a lot of fun for BTs. There are several Learning Center games and activities that I enjoy implementing during sessions. I do my best to engage clients in activities that we mutually like. Once we find something we both enjoy, it doesn’t feel like work.
It’s rewarding to see clients make progress on their goals. Seeing them motivated to work for their preferred activities is also reassuring. This sense of accomplishment reinforces your work as a BT and motivates a continued state of play of learning and developing communication skills.
Incorporating play into your sessions fosters meaningful connections and creates a fun and engaging environment. It builds the foundation of trust between the client and their BT. We get to play an important role in each client’s learning and development. We can help nurture each child’s unique potential through dedication – one game at a time.
Additional Resources:
*Other games for pairing with a client can be found in the Play and Learning Addendum, 2.
8 Tips for Planning for a Successful Holiday for Your Child with Autism
The holidays are an exciting time as we share traditions, spend time with family, and navigate the different gatherings and celebrations. Holiday spirit can also bring holiday stress. We want to help you and your family have the most successful (and least stressful) season by offering our best practices and tips.
BEFORE THE HOLIDAYS

Start with Expectations
Having a positive and realistic mindset about what you want to create can make a big difference. What could go right this season? Keep an optimistic view of the possibilities for special moments you want to share. A winning holiday doesn’t have to mean extravagant plans. Consider what would be ideal, be prepared to accept when flexibility is needed, and look for the wins along the way.
Consider Comfort and Safety Needs
When visiting events or other homes, bring items you know will bring comfort for your child—things like earplugs (or headphones), fidgets, and soft clothes. When traveling, ask for needed accommodations from your airline and hotel. Make sure you are aware of possible water nearby and review crisis plans with loved ones.
Practice Before Events
Now is a great time to discuss upcoming changes to schedules and routines. Involve your child in the process whenever possible. Playing memory games with photos of those you will see this holiday season allows your child to identify matching names and faces. Establish a phrase or code word with your child to practice using when they need to take a break from events to calm down and relax.
DURING THE HOLIDAYS

Maintain Routines
During the holidays, change is inevitable but find ways to create or maintain routines for your child. What are things you can build into every day? Perhaps it’s something you do together each morning, afternoon, and evening (regardless of location). Utilizing visual supports like calendars and independent activity schedules can be helpful too.
Build in Fun!
Whether days are filled with errands or time at home, consider letting your child choose a couple of activities each morning for the day ahead. Here are some suggestions that might work for your family:
- Bake something together
- Do holiday arts and crafts
- Take a drive to see holiday lights in your neighborhood, zoo, or garden
- Help with decorations or gift wrapping
- Sing along with holiday music
Consider Sensory Needs
Holiday meals can be tricky for some. Plan ahead for alternative foods that you know your child will eat. As we mentioned earlier, being mindful of dressing in (or packing extra) comfortable clothing can be helpful. Preferred items, such as toys or other objects that help promote calm for your child, are a good idea too. Consider making a sensory box that includes things to stimulate your child’s touch/sight/sound/taste/smell. Finally, establish a quiet “break space” that your child can utilize when needed.
WRAPPING UP THE HOLIDAYS

Plan for Rest and Recovery
After each scheduled big event or outing, try to allow time for a quiet evening that follows. Start a list or document on your computer of things that went well that you want to repeat and ideas about what would make it easier next time.
Transition Back to School
Packing holiday decorations and unpacking clothes can be helpful signals to your child that things are moving back to the normal routine. Other visual cues like a countdown calendar for back to school can help prepare them. Show them when school starts and have them mark off the days. Leave extra time the first morning back to school so you can have a nice breakfast and move with ease into the day. If possible, organize a nice, calm activity after school and focus on what went well at the end of the day.
5 Holiday Blogs Every Parent of a Child with Autism Should Read
The holidays are a time of joyous celebrations, filled with family gatherings and festive traditions. However, for some families with children on the autism spectrum, these changes in routines and schedules can present unique challenges.
Navigating this season requires thoughtful planning and understanding. To support you, we’ve curated our top holiday-themed blogs, offering tips from calming activities to successful holiday planning. Discover more below and check out our All Autism Talk podcast episode “Creating a Successful Holiday for Children with Autism” for additional ideas.
Here are summaries of our top holiday blogs:
1. 6 Calming Activities for the Hectic Holiday Season
Discover practical solutions to help children with autism enjoy the holidays. This blog suggests creating a calm-down kit, using quiet spaces, and engaging in activities like yoga or meditation to manage sensory overload.
2. 5 Tips for Selecting the Best Holiday Gifts for Kids with Autism
Gift-giving can be tricky, but this blog provides tips to choose the perfect gifts for children with autism. It emphasizes focusing on the child’s interests, strengths, and safety needs to ensure a joyful holiday experience.
3. 8 Tips for Planning for a Successful Holiday for Your Autistic Child
Planning is key to a stress-free holiday. This blog advises on maintaining routines, considering sensory needs, and practicing before events to allow for a smooth holiday season.
4. Make the Holidays Successful for Kids on the Autism Spectrum
Adaptability is crucial for holiday success. This blog highlights the importance of adjusting expectations and choosing traditions that work for your child.
5. Why Gratitude Matters, and How to Foster It in Kids with ASD
Gratitude can transform holiday experiences. This blog explores how fostering gratitude in children with autism can enhance their social and emotional well-being.
Incorporating these strategies can lead to a more joyful and stress-free holiday season for your family. By tailoring these tips to fit your child’s unique needs, you can create an environment where they can thrive during festive celebrations.
5 Tips for Selecting the Best Holiday Gifts for Kids with Autism
Buying the perfect gift for kids and other loved ones can be challenging, and this can also be true when buying gifts for kids with autism. To help make your gift-giving easier, here are a few helpful tips to keep in mind when purchasing gifts for autistic children.
Focus on what brings the person joy.
Research shows that incorporating interests and preferences into the learning and play environment of kids with autism can increase positive behaviors and aid in skill acquisition (1). With that said, we can capitalize on what someone already likes. For example, if a child likes dogs, shop for games, activities, or toys that are dog-related. If a child enjoys swimming, activities that involve water play may be a hit (e.g., water tables, sprinkler toys, water beads, grow capsules). Alternatively, if a child is sensitive to loud noises, a toy fire truck with a siren may not be appropriate. Ask friends and family of the person for whom you are buying the gift what that person generally likes and/or dislikes.
Focus on the person’s strengths and abilities.
Many toys come with age recommendations, and while these recommendations are helpful, they might not always lead you to the perfect gift. A good rule of thumb when purchasing a gift is to consider the age and the development of the person for whom you are buying a gift. For example, the game “Apples to Apples” would not be developmentally appropriate for a non-verbal teen, even if it is an age-appropriate game. When looking for the right gift, focus on the person’s strengths. For instance, if the non-verbal teen mentioned above is great at drawing, then a sketch pad or an adult coloring book could be a more appropriate gift. If you are unsure about the child or teen’s strengths, ask a friend or family member of the person for whom you are buying the gift about their specialty areas and abilities.
Note: Be sensitive to how family and friends of a child and teen with autism may feel when being asked questions about the skills of their loved one. When asking questions, always frame them from the perspective of accomplishment (e.g., what skills have they mastered) and not deficit (e.g., in what areas are they delayed) to be supportive and respectful of their growth and development.
Be mindful of behavior triggers and safety risks.
Some children with autism engage in behaviors that put them or their loved ones at risk of harm. For example, if a child engages in pica (e.g., eating nonfood items), gifts containing small objects may pose as a choking hazard. Another example is if a child engages in aggression towards others, gifts with violent content may not be appropriate, as additional exposure to violence may interfere with their goals. Alternatively, a sensory-seeking child may benefit from gifts that allow them to stim. For example, if a child rocks back and forth, a swing may be a great way to meet their sensory needs. Additionally, certain objects can elicit sensory sensitivities which can trigger behaviors in some children and teens with autism (e.g., loud noises, highly preferred items, phobias, etc.). Ask friends and family of the person you are buying the gift for if there are any behaviors that possess a safety risk that need to be considered before purchasing a gift.
Focus on toys that encourage interaction with others.
Social deficits are a defining characteristic of autism. When gift-giving, try to purchase gifts that encourage social interaction. While almost any toy or game can be turned into a group play, certain activities may be more conducive to social interactions than others. For example, instead of buying a computer game, consider purchasing “Bop It,” which is an electronic interactive game that can be played among a group of friends or family.
Focus on finding new things they will love.
Children and teens with autism sometimes have restricted or limited interests (e.g., only talking about trucks or only playing with dinosaurs). To help build upon their current interests to introduce them to a wider range of activities, try finding new activities similar to their current interests. For example, if a child’s favorite activity is playing with “Play-Doh,” kinetic sand or slime may be an appropriate gift to help expand their interest due to its similarity in form of play. Ultimately, gifts that will provide new experiences may act as potential new reinforcers (e.g., stimuli that increase behaviors) and could significantly enrich the child or teen’s learning environment.
Resources
Increasing Task Engagement Using Preference or Choice-Making
Some Behavioral and Methodological Factors Affecting Their Efficacy as Classroom Interventions
For more holiday tips, check out Reducing Holiday Stress for Families of Children with Autism and Preparing for Holiday Meals.
How to Make Halloween a Treat for Kids with Autism Spectrum Disorder (ASD)
Halloween tips for kids with autism spectrum disorders
There’s a lot about Halloween that can be tricky for kids on the autism spectrum.
The holiday is full of everything out of the ordinary: costumes, candy, and a certain amount of chaos. Routines get replaced with class parties, strange sights and sounds, and droves of costumed-kids roaming around trick-or-treating after dark.
The University of Alabama at Birmingham School of Medicine says recent studies indicate that five percent of children are affected by a sensory processing disorder. For kids with autism, as many as 80 to 100 percent experience sensory processing challenges, according to an article from JAMA Pediatrics. Challenges include being over-responsive or under-responsive to sensory input like bright lights, loud noises, or tight clothing.With the many opportunities for sensory overload that come with Halloween, the holiday can present a particular challenge for kids on the autism spectrum.
Experts say their biggest tip for making Halloween a success for kids with ASD is to prepare with some planning so your child is not caught off-guard. Here, we share six steps to help you plan.
Prepare Your Child with Autism for Halloween by Talking About It
In the days or weeks leading up to Halloween, give your child some time to adapt to the concept. Read books and show pictures, movies, or cartoons that give them visual cues of what to expect. Start talking about people dressing up, decorations you see in your neighborhood, and what happens when kids go trick-or-treating. Talking about these traditions can take some of the “scary” out of Halloween. It can be confusing when you’re suddenly hearing creepy music and allowing your child to take candy from strangers. A little prep can go a long way in easing their fears.
Ensure Your Child’s Halloween Costume Works for Them
If your child is going to wear a costume, have them try it on well in advance to get used to the feel of it. Let them play in it for short intervals, and avoid costumes that are uncomfortable or get in the way of their mobility, breathing, or vision.If clothing texture is an issue, consider something simple like a decorated hoodie, character pajamas, or an accessory they could wear over regular clothes, like a cape. Also do some sleuthing online by searching for “Halloween costumes for kids with autism” or “sensory friendly Halloween costume ideas.”
Help Prepare Your Child for Trick-or-Treating Through Role Play
Role play what it would be like to go trick-or-treating. You can even see if neighbors will let you ring their doorbell to practice the “trick-or-treat” skill a few days before Halloween. Talk about safety rules for crossing the street, and set boundaries on taking only one treat and not more than what’s offered. Bring a flashlight, and consider taking noise-cancelling headphones, in case your child needs them.A trial run might also give you a sense of whether your child is comfortable dressing up and trick-or-treating. If they’re not up for it, consider whether an activity, such as decorating pumpkins or cookies at home, would be less overwhelming. After all, trick-or-treating is only one part of Halloween. Don’t feel the least bit guilty about opting out.If you do opt to stay home, consider letting your child practice handing out candy at your own front door. Practice with a real piece of candy or healthy snack, and consider offering your child a piece as a treat.
Respect Your Child’s Limits for an Enjoyable Halloween Experience
You don’t have to walk the whole neighborhood to enjoy a Halloween outing. Try starting early, before it gets dark, and skipping houses with a lot of noise, crowds, or scary decorations. Know your child’s limits—and your own limits. Maybe you need to go to just a few houses before you head home. Keeping your outing short may help your child avoid a meltdown—and may help you feel less stressed and overwhelmed.
Halloween Candy Limits and Creative Alternatives
Once you get home, turn off your porch light to signal Halloween trick-or-treating is over at your house. Have a plan for your child’s candy stash and how much they’ll be allowed to eat. If sugar before bedtime is off-limits in your house, consider letting your child trade in the candy for a toy or coins for their piggy bank, or a chance to do something else enticing like playing a game, listening to a song, or watching a show.
Tailor Halloween Traditions to Fit Your Family’s Needs
The most important thing is to create a plan and a Halloween environment that fits your child’s comfort level, in addition to your own comfort level. Remember: your holiday traditions can be unique to your family.
There’s no holiday better than Halloween to show that special days come dressed in different ways, and everyone has a place. If you play to your child’s strengths and know your family’s limits, you can set yourself up for a successful day that really is a treat.
Learn more on our blog about routine changes and avoiding meltdowns.