What Are the Less Structured Times of the Day?

Less structured times are times where there are no specific instructions to follow or tasks to complete. They are times when kids on the autism spectrum left to their own devices can make some very poor choices of things to occupy their time?. Attempts to manage the social atmosphere of these times requires a great deal of energy on the part of the student, regardless of how successful he or she otherwise is. Most people are probably unaware of the amount of time they spend with little or no structure. In fact, studies of early childhood classes have suggested that up to 25% of the day is spent in transition activities alone, including class transitions, waiting, standing in line, etc. (Carta, Vincent, etc. year)

Within the school environment, less structured times most likely include:

• Hallway passing times
• Locker time
• Bus drop-off/pick-up time
• Bus ride
• Gym locker room time
• Free time in class when work is completed
• Bathroom
• Lunchtime
• Recess
• Field trips
• Classroom parties

Lack of structure occurs outside of the school building as well and includes:

• Checkout line at the grocery store
• Doctor’s waiting room
• Restaurant (waiting for the meal, the check, etc.)
• Line at a public bathroom
• Car or public bus rides
• Most weekend hours, evenings, and holidays
• Break time for employed students and adults

Why Do We Need to Structure Time?

Children with autism spectrum disorders have difficulty sequencing events, understanding the “hidden curriculum,” and making responsible choices. They also are likely to make the same mistakes over and over, because they cannot generalize, understand the consequences of their actions, or think flexibly. In addition, unstructured time is often the hallmark of a transition from one activity or location to another (such as the bus stop or doctor’s office waiting room), and individuals with autism spectrum disorders, do not usually handle changes well. These deficits add up to a very volatile situation in an unstructured block of time because anxiety, confusion, and a lack of skills lead to unacceptable behaviors.

Less structured time generally involves less supervision, and as a result, students on the autism spectrum may retreat to their special interest or repetitive behaviors with the goal of injecting some structure of their own choosing, sometimes in socially inappropriate ways. As if that’s not enough of a challenge, some students, especially in the upper grades where there is inherently more unsupervised time, occasionally tease and humiliate more vulnerable fellow students, including students with ASD. Kids with autism spectrum disorders are notoriously poor at reporting events to adults who could protect them, and sometimes don’t even recognize that bullying is taking place. There may be few peers to assist them, either because they lack close friends or because the general population of students does not want to put themselves in the way of a bully for fear of becoming targets themselves. Therefore, kids on the autism spectrum often find themselves on their own during unstructured time within the school day. As a simple matter of safety then, it is important that schools and families address the issue of unstructured time in a constructive way.

When are children with autism spectrum disorders at their best? They generally follow concrete rule, and display their best behavior when they know what to expect, have rehearsed or planned contingencies, and therefore do not have to make social choices for which they are unprepared. While it is true that we want them to learn coping and problem-solving skills and to have opportunities to practice these skills, such practice is best performed when there is some structure to the environment as a safety net, in case they need it. Therefore, environments in which to practice them should be planned, and not left to chance.

While unstructured time relatively free from adult interference, is prime time for socialization for typical students, students with autism spectrum disorders do best when an adult is present who can guide them through practicing social interactions, thereby adding structure to encourage the use of newly learned skills. Students with restricted and repetitive interests also do best when they have a channel for involving their special interest in a socially acceptable way.

Children with ASD also do best when given a task to complete, or assigned an activity in which they know their role. Having a job to do during free time need not interfere with students’ socializing or relaxation. Instead, it can encourage the student to be more involved with a group if he knows what his role is, and he relaxes better when he is focused on a task rather then the “socialness” of a setting. If a student’s special interest can be shaped into a task or activity, it would be an added benefit. If, for instance, Billy (who loves the Evening News) were given a job to read the announcements over the loudspeaker during homeroom, and could practice in the morning rather than standing in the corner of the hallway before the bell, that would be another solution to his difficulties during these times. He would have something to do, be away from the crowd, be focused on something functional, have things to talk about later in the day, and peers would respect him. In any event, all this takes is planning.