Inflexible, or rigid, thinking is extremely common in individuals with autism spectrum disorder (referred to as ASD or autism for short). In fact, one of the primary diagnostic criteria for someone to receive a diagnosis of ASD is “repetitive and restrictive patterns of behavio” (DSM-V, 2013), which may include restricted thinking patterns. In children with autism, this can take many forms. For example, you might see your child having a hard time coping with changes in their daily routine, insisting that you say certain things or do certain things during play, or having difficulties transitioning between activities.
Benefits of Inflexible Thinking
While these rigid thought patterns and behaviors can often be taxing for your child and your family, there are also many strengths that come with this symptom of autism. For instance, your child may be extremely passionate about a topic, they may initiate necessary daily routines independently, or they may demonstrate persistence during difficult tasks. There are times where inflexible thinking can be very useful in one’s life.
Tips for Helping Your Child if Inflexible Thinking Causes Distress
If you are struggling to help your child with the more difficult aspects of their inflexible, or rigid, thinking, there are strategies you can use to try and help them increase their mental flexibility and cope with changes:
- Model flexible thinking by “thinking out loud.”
- Example: You planned on making spaghetti for dinner but realized you forgot to buy spaghetti sauce at the store. While your child is in the room, you might say “Ugh! I can’t make spaghetti like I had been planning. I forgot the sauce. This stinks but I’ll just make something else instead.”
- Give your child notice of upcoming changes to their regular routine when possible.
- Example: Your child knows they go to school Monday through Friday and are very attached to this schedule. Next week, there is no school on Friday for a teacher in-service day. On the family calendar, you write “No school” on this date. Each morning during the week leading up to the “no school Friday,” you remind your child they do not have school this coming Friday and tell them some alternative activities you may do that day.
- Role play scenarios that may require flexible thinking with your child.
- Example: Your 10-year-old with autism has been having a hard time playing with other kids at recess because they don’t want to play kickball. You can act out a scenario with your child where you are the child they want to play with and your child is theirself. In this scenario, you might act out different ways the conversation may go when your child asks if the other child wants to play kickball and teach your child the various responses they might use for each possibility.
ABOUT THE AUTHOR
Dr. Rebecca Reid is the Director of Clinical Services at Centria Autism Lawrence. She has experience working with children with autism from ages 1 year through 19 years old in the clinic, home, and school settings and is passionate about helping children develop communication skills across these environments. In her spare time, Rebecca enjoys spending time with family, reading, and hiking.