“An object at rest remains at rest, and an object in motion remains in motion at constant speed and in a straight line unless acted on by an unbalanced force,” (NASA Glenn Research Center, 2023).
Sir Issac Newton laws of motion are used to help people understand physics. However, can features of this law also help us to understand the relationship between structure/routine and individuals with Autism, (NASA Glenn Research Center, 2023)?
When I was younger, school provided structure and a set plan for the day. Certain things happened at certain times. For example, I woke up at a certain time, had lunch, had specific classes at certain times, and was dismissed at a certain time. Once the school day was over, I had a snack, did my homework, and on certain days, I had hockey practice. I also watched tv, showered, and went to bed: around roughly the same time. I didn’t know it at the time, but I was in a state of flow or motion. On some weekends, evenings, and breaks from school, I had more free time, and I was in a relative state of rest.
I felt comfortable when I had routine. I knew what to expect, and I could plan things out. I didn’t feel anxious. However, life being life, I experienced outside and unbalanced forces acting upon me.
Just what were these outside forces? These outside forces came in various shapes and sizes. For example, moving to a new place, moving to the next grade, starting new quarters in college, winter, spring, and summer vacation, transitioning to new jobs, someone sitting at my spot at the lunch table, a restaurant or grocery store not having something I wanted, the holidays, changes in weather, someone being late, and changes in relationships.
When these outside forces occurred, I felt anxious, sad, anger and confused. Things didn’t make sense. I also looked to others, such as my parents, for guidance and instruction.
As an adult today, I still try to establish routine and create structure. However, I am better able to respond to these outside forces and changes to my routine because of the skills and tools I learned.
As each individual with autism is different, one thing may work for one person and something else for another. I’d like to share some tools and resources that have helped me in the hopes that it might be able to help others too.
Some strategies include:
- Coping ahead. For example, if I need to go to a new place, I try to learn as much about the area ahead of time. (I know this is not always possible).
- Learning and understanding emotions. Ex: I learned about how my body reacts to emotions. For example, how does my body react when I am angry or sad? This has allowed me to better understand my emotions. Then, I know I need to change what I am doing to help my mood. These behaviors can include exercise, a hobby, or rest. When I was younger, having a relative set routine helped me even if it varied from time to time. Talking about the changes (new school year or holiday plans) ahead with family also helped.
- Deep breathing and time. Ex: When something unexpected happens, I sometimes feel upset. I close my eyes, take a deep breath, and give myself a little time to process what is happening. I notice that sometimes I feel better, and I can then address the sudden change better.
Life is unbalanced and acts upon us all the time. This disrupts our flow: our state of rest or action. However, hopefully with education for individuals with autism, family members, and community members we can develop awareness and knowledge on how we can all manage these unbalanced forces better.
Provided below are additional tools one may find helpful.
Transition Resources for Autism – Toolkits and Guides | IACC (hhs.gov)
Smoother Transitions for Children on the Autism Spectrum | Psychology Today
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