Regulation Strategies For Autistic Children During Bus Rides

Taking the bus to school can be challenging for children with autism. There are many reasons for this. Riding the bus involves multiple transitions, sensory inputs, and unwritten rules, making it a situation that is primed for meltdowns. Dysregulation can occur directly before, during, or at the end of a bus ride. Whether that is because your child is encountering difficulty with transitions, they are already anxious for a different reason, or they are particularly tied to their own routine, there are strategies you can use to support your child's ability to stay calm and comfortable. Below are some of the ways your child may have difficulty with bus rides, along with some ideas for providing support. 

Difficulty Staying Regulated

Children must be emotionally regulated to be available for learning, communicating, and coping. But what are we actually talking about when we say emotional regulation? According to The Hanen Centre, regulation "...allows us to focus when there are distractions, pay attention to the most important information, take turns, wait, follow rules, adapt to new situations, and take on challenges." The ability to regulate one's emotions enables availability for learning and interaction (Prizant et al., 2006). 

Autistic children have particular trouble staying regulated and may become what is called dysregulated. An autistic child experiencing dysregulation may have a meltdown, cry, or drop to the floor. Other times, dysregulation may cause withdrawal and your child may shut down. In this state, they are not available for learning, communicating, or coping, as proposed above.

What to do:

Generally, there are a few strategies you should practice when your child is beginning to become dysregulated.

1. Stop talking or use very few words.

2. Wait and give them time to process the situation and your words.

3. Use visual supports to show what is expected.

Difficulty with Transitions

Autistic children frequently have trouble transitioning from one activity to another. A bus ride in and of itself involves multiple transitions.

What to do:

1. Provide ample warning before an activity is set to change, and tell them what comes next.

2. If needed, use a visual support, such as a timer or picture, to help them process the change before it begins.

Anxiety

Autistic children can experience a lot of anxiety from the everyday chaos of life. Then, seemingly small things can push them over the edge into dysregulation because they're already feeling  anxious.

What to do:

1. Use simple, direct language.

2. Wait; provide processing time for the child.

3. If your child responds well to humor, a little silliness can help prevent a total meltdown.

Decreased Flexibility

Autistic children tend to insist that routines need to be the same every time and can develop behavioral "rituals" (e.g. “every time I get on the bus, I touch the rail on the left two times”). This might make it difficult for them to deal with change and can cause strong resistance to doing something that differs from their expectations. Some autistic children become extremely rule-based, making rules for themselves and others that only they may be aware of.

What to do:

1. Once a child learns to do something, introduce small variations early on. This will help keep them from getting so stuck on one way of doing it in the future.

2. Gently encourage the child forward when they get "stuck."

3. Provide a transition object (something to carry or deliver to the bus driver) to distract them and give them an active role in the activity.

4. In an encouraging way, point out other kids who are doing what you want your child to do "I see Jane is climbing up in her seat!"

In summary, bus rides may be a challenging time for your autistic child. At any point in a bus ride, something may cause them to become dysregulated. Common factors that contribute to dysregulation include general anxiety, trouble with transitions, and decreased flexibility with routines. We have talked about some simple, effective strategies you can use to support your child's regulation and for each of these contributing factors. Try using some of these strategies yourself and see how they work!

-Leslie