PROGRAM ADAPTATION

The aim of this approach is to adapt the program to make sure that all children, including those on the autism spectrum, can participate as independently as possible.
This approach focuses on adapting a SITUATION (activity or routine) where something is not going as expected. Adaptations can be used to make situations better for a
particular child or improve situations for the entire group. Adaptations are a key practice for meeting the needs of children on the autism spectrum. This approach looks
at trying the ‘least intrusive’ adaptation before trying a ‘more intrusive’ approach.

The adaptations are organised from least to most intrusive using these levels:

LEVEL EXAMPLES
 rearranging the room layout
1. Environment  softening the lighting
 providing quiet spaces
 shortening the length of group time
2. Activity  providing small group activities
 using the child's interests to gain his/her attention

 using photos for children to choose activities

3. Materials
 providing a toy for the child to hold

4. Instructions  giving the child individual directions

 sitting with the child and moving away once he/she is

5. Assistance engaged with the activity
 interacting with peers

Look at some examples of common situations using this approach to adaptations. If the first adaptation is successful, e.g. if the ‘Environment’ adaption works, you don’t
need to try other steps in that particular situation. If the first step is not successful, then try the next one.
 Least intrusive Most intrusive

Here’s the situation ENVIRONMENT ACTIVITY MATERIALS INSTRUCTIONS ASSISTANCE

A child is having Provide different Shorten the length of Use visual props to Provide individual Sit the child close to you
difficulty sitting still seating options, e.g. group time activities or gain children’s instructions and
and listening to a story small carpet squares or consider smaller, attention, e.g. puppet, directions where Have an educator sit
cushions to define spontaneous groups felt board possible beside the child for a
spaces activities throughout short period of time and
the day Use visuals/photos to then move away when
Dim the lighting if the show children what will Use the child’s name. the child is settled, or
child is sensitive to Choose the child’s happen next, e.g. first He/she may not direct the child to a
bright lights favourite book or song we will sing a song, next respond to directions quiet activity nearby
to gain his/her we will listen to a story given to the whole
Have the story time in attention etc. group
an area without too
many distractions Offer activity choices
using visuals, e.g. Have some quiet
choose a photo or activities set up nearby
picture to represent a so children can move
song or book away from the group if
needed
Provide a balance
between sitting still and
doing actions or
movement
 Least intrusive Most intrusive

Here’s the situation ENVIRONMENT ACTIVITY MATERIALS INSTRUCTIONS ASSISTANCE

A child is finding Ensure that there is Reduce the number of Use visuals to assist the Warn the children 5 Have an adult available
transitions challenging enough space for transitions by providing child to understand minutes before the to move with the child
children and adults to progressive snack and what will be happening transition.
move around during meal times next.
transitions For example: Give individual
Transition children in instructions to children
Allow children to leave small groups to reduce Use visual schedule of who need more
their activity the number of children the day’s activities and support
undisturbed so they moving around at the refer to it throughout
can return to it later or same time the day Have the children move
the next day to an educator rather
Incorporate an activity Use a ‘first’ ‘then’ than an activity, e.g. go
during transitions, e.g. activity. Place a to Emma – instead of
sing a song photo/picture of the go to the door
activity that the child is
currently engaged with
and a photo of the
activity that comes
next. Ask the child to
remove the photo
when the activity is
finished.
 Least intrusive Most intrusive

Here’s the situation ENVIRONMENT ACTIVITY MATERIALS INSTRUCTIONS ASSISTANCE

A child on the autism Provide posters, books Talk to the group about Make a simple social Pair the child with Set up activities that are
spectrum is isolated and pictures around diversity and story with photos of all another child to help of interest to the child
from the group the room that show differences the children in the do activities, e.g. wipe and invite other
children with different group so that the child the tables children to join in. Stay
abilities Play turn taking games can become familiar until they are engaged
with their names Encourage peers to and then leave
Set up small group Model how to play with approach the child to
activities for 2-3 equipment and toys Provide books and play together
children to encourage posters that depict
joint social interaction children/adults doing
– use activities that are everyday activities
of interest to the child