Sensory games and therapies are among activities that can be helpful for those who are on the autism spectrum. They are usually drawn to certain textures and some textures easily tolerated by normal individuals can be painful to one with ASD. Often an ASD child will seek out sensory input through socially unacceptable activities like playing in mud, water, paint or foods like applesauce or pudding. Finger painting is an activity that allows the sensory input craved. Those who are in constant need of sensory input need easily available therapy. A sand and water table, large containers of uncooked rice or beans, bean bag chairs, stress balls, and clay are some other examples. An ASD individual will often seek these textures when he or she becomes stressed, tired or overwhelmed.
A usual commonality among those diagnosed on the spectrum is a desire for order. Statements such as “get ready for bed” may be too vague and overwhelming, but a visual schedule documenting the steps to getting ready for bed can help. For younger children, a schedule using pictures is recommended; older children or adults may enjoy the control obtained by a checklist. Providing a visual schedule or checklist for transitional parts of a day such as morning routines, evening routines, classroom procedures, etc. will help those times run smoothly both for the child and for the rest of the family or class.
Kids respond to music in even the most chaotic situations. In an instance that a classroom has become loud or out of control, most teachers have a go-to song that signals the students to get back on track. This phenomenon is applicable for ASD individuals in many situations. A "Come to the Table Song," a "Line-up Song" or a "Get in the Car Song" made up and set to a familiar tune will usually draw a response. An example of such a song is the following lyrics sung to “If You’re Happy and You Know It.”
Example:
"Whoever is at the table gets a snack,
whoever is at the table gets a snack,
whoever is at the table, oh whoever is at the table, oh whoever is at the table gets a snack.
One does not need to be a composer or even slightly musically inclined to make up a music cue.
Teaching ASD children signs for everyday needs can increase the ability to communicate effectively and quickly. Knowing signs for "more," "please," "thank you," "yes," "no," "hurt," "cold," "hot," "go" and "loud" give the child and the caregiver an edge in communicating. In an overwhelming, crowded room, an autistic individual can easily become overstimulated and quickly lose the ability to verbally communicate with understandable words. Even in the midst of a panic attack, one can sign “loud” and “go.”