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Table of Contents
Understanding Break Cards
Introduction to the concept of break cards as a tool for emotional regulation
Who Should Use Break Cards
Break card misconceptions
What Break Cards Look Like
Variety of break card designs
How to create visually appealing and personalized cards.
Where to Store the Break Card
Practical tips on where and how to store break cards, emphasizing simplicity and accessibility.
How to Begin Using a Break Card
Step-by-step guidance on introducing break cards, including the process of prompting, the use of social stories, and the importance of positive reinforcement.
What to Do if the Child Doesn't Want to Use the Break Card
Strategies for handling situations where the child resists using the break card, including staying calm, offering choices, and seeking professional guidance.
Conclusion
Summarizing the key points discussed in the blog post and emphasizing the importance of patience, understanding, and adaptability when supporting children with break cards.
Understanding Break Cards
For some kids, especially those with autism, expressing emotions can be tough, especially when they are really upset. Break cards offer a simple solution. If a child feels overwhelmed, they can show the card to indicate they need a break.
Break cards are just small cards with words or a picture that an individual can hand to someone to indicate they need a break, or an adult can show to suggest that it’s time for a break. They are an easy straightforward tool to aid emotional regulation, particularly for children with autism. These cards serve as visual prompts, gently guiding children toward recognizing their emotional states and understanding when it's time to step back and take a break.
At their core, break cards function as tangible cues for both taking breaks and seeking assistance. When a child feels overwhelmed or upset, they can present the card, indicating their need for a pause. This visual communication method is incredibly valuable, especially for non-verbal children who may find it challenging to express their emotions verbally.
Who Should Use Break Cards
A common misconception is that break cards are exclusively for non-verbal children. In truth, they cater to a broader spectrum of needs. Even seemingly verbal children, who can articulate their feelings in calmer moments, often struggle to express themselves effectively during emotional distress.
Break cards provide these children with a non-intrusive way to communicate their need for a break without feeling pressured to find the right words in the midst of heightened emotions.
We’ll explore how break cards can play a pivotal role in fostering emotional well-being for children with autism, regardless of their verbal communication abilities. Let's unravel the simplicity and effectiveness of these small cards in promoting a calmer, more connected environment for our children.
What Break Cards Look Like
Break cards come in all shapes, sizes, and colors. They can be as simple as a small card kept in a pocket or a more elaborate, creatively designed piece. Some might have calming images, like waves or clouds, while others could have words that reassure, such as "Take a Deep Breath" or "It's Okay to Pause."
To make a break card, begin with a durable material like cardstock or print a card and laminate it so it will last. If the child is non-verbal or struggles with reading, incorporating visual cues is crucial. Consider using a simple, clear image that holds meaning for the child, such as a picture of a favorite toy, a calming nature scene, or a familiar activity, or a picture of the break area. This visual representation can help the child associate the card with the concept of taking a break. Additionally, use bold, easy-to-read fonts and concise language for any text included on the card. Encourage the child to personalize their break card by involving them in the process; this could mean adding stickers, drawings, or other decorations that resonate with their interests. By
making the break card visually appealing and meaningful to the child, it becomes a powerful tool for them to express their needs and promotes a sense of independence and self-awareness.
If you don’t have the time or energy to make your own, there are convenient options available. Online platforms like Teachers Pay Teachers (TPT) offer a wide array of ready-made break cards. This card is available in my store. Click here
Remember, the key is finding or creating break cards that resonate with the child. Whether you opt for pre-made ones or embark on a creative DIY project, the goal remains the same: to provide a tool that speaks to the child's unique personality and preferences.
Where do I Put the Card?
When it comes to using break cards, simplicity is key. Start by making sure the child can easily find the card. You might attach a magnet to the back, so it sticks to the fridge or use a lanyard around their neck. This way, the card is always within their reach, making it simple for them to use it when necessary.
Additionally, having a specific place for the child to leave the card when they're in the break area is important. Choose a consistent spot, like a table, a pocket chart, or a small box. Having this routine helps the child understand where to put the card after using it. Predictable steps like these make the process easier to understand and follow, giving the child a sense of security and control.
How do I Begin Using a Break Card?
It is not enough to just give a child a card. Most children will need some guidance before they are able to use a break card independently. As with most skills, the more often it is practiced, the more likely the child will be able to use it when it is most needed.
When introducing break cards, consider the process of prompting and prompt fading. Begin by practicing the use of the break card during calm moments, not when the child is upset or distressed. Introduce the card by discussing it or reading a social story that explains the concept with pictures. Hand the child the break card and gently guide them to the designated break area that you have set up beforehand. Offer simple verbal cues, encouraging them to understand the purpose of the card and the break area.
Keep in mind that verbal prompting can be challenging to fade. Instead, consider relying on physical and gestural prompts predominantly. Most children will need some guidance before they are able to use a break card independently. For example, gently guiding the child's hand to the break card or the designated break area can provide a tangible and consistent cue. Additionally, gestural prompts such as pointing to the area or card can create a concrete connection for the child, making it easier for them to grasp the concept. These tactile and visual cues often offer a more effective way to help the child transition towards using the break card independently.
Practice!
As with most skills, the more often it is practiced, the more likely the child will be able to use it when it is most needed. In the initial stages, provide gentle prompts and guidance, ensuring the child comprehends how and when to use the break card. Reinforce their efforts with praise and positive reinforcement. As the child becomes more familiar with the routine, gradually fade these prompts. Allow them the opportunity to use the break card independently but remain nearby to provide support if needed.
Celebrate every success, regardless of how small it may seem. Positive reinforcement is key to building the child’s confidence. If the child struggles, offer gentle guidance without taking over the process entirely. By patiently fading these prompts, the child will gain the confidence to utilize the break card autonomously, empowering them to manage their emotions and communicate their needs effectively. Remember, consistency and positive reinforcement are the foundations of this process, fostering the child’s independence step by step.
What if They Don’t Want to Use the Break Card?
1. Stay Calm and Patient: First and foremost, it's essential for parents and teachers to remain calm. Children with autism often pick up on the emotions of those around them. Maintaining a composed demeanor can help diffuse tension.
2. Validate Their Feelings: Acknowledge the child's feelings and let them know that it's okay to feel upset or frustrated. Use simple and clear language to express understanding, like, "I see that you're feeling upset. It's okay to feel that way."
3. Offer Choices: Provide the child with a sense of control by offering choices. Instead of insisting on a break, ask if they would like to use the break card now or in a few minutes. Offering a sense of autonomy can empower them and reduce resistance.
4. Use Social Stories or Visual Supports: Social stories and visual supports can help explain the purpose of the break card in a way that the child can understand. Use simple language and pictures to illustrate how taking a break can be helpful and calming.
5. Introduce Reinforcement: Consider using positive reinforcement to motivate the child. Offer a reward or preferred activity after they successfully use the break card and take a break. This positive association can encourage them to cooperate.
6. Be Flexible: Recognize that not every situation requires an immediate break. Be flexible in your approach and allow the child some leeway if the timing isn't ideal. It's crucial to pick your battles and prioritize situations where a break is genuinely necessary.
Remember, every child with autism is unique, so it may take time to figure out what methods work best for each individual. Patience, understanding, and a willingness to adapt your approach are key when supporting a child who struggles with using the break card effectively.
Conclusion
As with any tool designed to support children with autism, break cards are not a one-size-fits-all solution; they will work wonders for some kids but may not be effective for others. However, the beauty lies in their simplicity and the potential they hold. It's often worth trying this approach because break cards are relatively easy to implement, cost-effective, and, most importantly, they offer a tangible way for children to communicate their needs. If you try it, let me know how it goes!