BACB ACE Provider · OP-14-2437• Founded 2010• 32,000+ customers• 140+ countries• V-CAT Consultation
Store Sign in ES

For families

How do I help my autistic child move from one activity to the next?

Changes between activities can be difficult for different reasons. Ask your child what helps, offer a choice or a break, and try a simple visual plan together if your child finds it useful.

What this page covers

Why are transitions so hard for my child?

A transition may involve stopping an enjoyable activity, uncertainty, sensory changes or other concerns. Each child is different. Ask and observe without assuming a single cause.

What warnings actually work before a transition?

Ask whether a spoken reminder, picture, timer or another cue helps. You might agree on a first-then sequence together. Some children prefer more notice and others prefer less, so adjust it to your child.

How do I make the next step easier to move into?

When useful, make the next activity visible and offer a meaningful choice, such as which item to carry or where to take a break. Practice only if your child wants to, and allow extra time where possible.

What do I do in the moment when a transition goes badly?

If your child becomes distressed, prioritize safety, use the communication style your child prefers, and offer space or a pause. It is okay to change the plan, offer more time or stop. Do not force a transition or assume a protest has one intent.

When should I bring this to my child's team, and what do I tell them?

If transitions regularly affect daily life or you are worried about pain, sleep or another change, talk with your child's doctor or support team. Share what your child communicates and what has helped, and ask the team to adapt suggestions to your family.

Try a visual routine together

For example, draw: finish a game → choose a book, with a break available. You can draw the steps on paper or use the free visual schedule maker. The maker asks for contact details before it opens; your paper version stays free.

For the methods behind a routine, Journey to Independence: ABA for Parents includes 27 recorded sessions and downloadable slides. A seven-day free trial is available; previous trials of included material may affect eligibility. If you choose to buy, access is for 12 months in one payment; see the current price on the course page. See the course and trial.

Already started a trial or bought the course? Try signing in with the email you used, then return to the course list link. If you cannot find your lessons, contact us. For help, email info@special-learning.com.

Source: National Autistic Society. This page is general information; ask a professional about your child's situation.

Your free family guide

The ABCs of Autism guide (PDF) is available now.

If you want resources and updates by email, you can subscribe here. Fields marked * are required.

Prefer to start with one guide? Download the free ABCs of Autism guide →

Other store resources: See Asking for a Break. See each product page for current details.

Next: Activities at home

Special Learning has served families and professionals in 140+ countries since 2010.

Last updated November 3, 2026.

References

  • Behavior Analyst Certification Board. (n.d.). Board Certified Behavior Analyst (BCBA). https://www.bacb.com/bcba/
  • Boulter, C., Freeston, M., South, M., & Rodgers, J. (2014). Intolerance of uncertainty as a framework for understanding anxiety in children and adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(6), 1391-1402. https://doi.org/10.1007/s10803-013-2001-x
  • Green, S. A., & Ben-Sasson, A. (2010). Anxiety disorders and sensory over-responsivity in children with autism spectrum disorders: Is there a causal relationship? Journal of Autism and Developmental Disorders, 40(12), 1495-1504. https://doi.org/10.1007/s10803-010-1007-x
  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013-4032. https://doi.org/10.1007/s10803-020-04844-2
  • Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45(1), 157-178. https://doi.org/10.1007/s10803-014-2201-z
  • Lau, B. Y., Leong, R., Uljarevic, M., Lerh, J. W., Rodgers, J., Hollocks, M. J., South, M., McConachie, H., Ozsivadjian, A., Van Hecke, A., Libove, R., Hardan, A., Leekam, S., Simonoff, E., & Magiati, I. (2020). Anxiety in young people with autism spectrum disorder: Common and autism-related anxiety experiences and their associations with individual characteristics. Autism, 24(5), 1111-1126. https://doi.org/10.1177/1362361319886246
  • Tomchek, S. D., & Dunn, W. (2007). Sensory processing in children with and without autism: A comparative study using the Short Sensory Profile. American Journal of Occupational Therapy, 61(2), 190-200. https://doi.org/10.5014/ajot.61.2.190

More answers for families