A Balanced Approach

Ending screen time can be hard, especially when a child is deeply engaged in what they’re watching or playing.

Rather than waiting until it’s time to turn the screen off to introduce the limit, make the transition predictable from the beginning.

Try letting your child know how long they’ll have, giving a warning before time is up, and being clear about what comes next.

And remember: success doesn’t necessarily mean your child happily hands over the tablet every time.

They can be disappointed that screen time is over and learn to move through that transition with support.

Predictability won’t eliminate every difficult transition, but it can make expectations clearer and give children more opportunities to practice what comes next.

Transitions can be challenging, especially when a child isn’t sure what to expect next.

Whether it’s getting ready for school, leaving the playground, or moving from one activity to another, a little predictability can go a long way.

Try making upcoming transitions easier by:
- Using a visual schedule to show what comes next.
- Giving a simple reminder before an activity ends.
- Explaining changes to the usual routine ahead of time, when possible.
- Offering choices within the routine to give your child some control.

The goal isn’t to make every moment predictable. It’s to help children develop the skills and confidence to navigate everyday routines, including when things don’t go as planned.

Sometimes, a little preparation can make a big difference. 💙

Helping doesn’t take away from independence. Sometimes, it’s exactly how independence begins.

When a child is learning something new, support can make the difference between frustration and success. The important part is noticing when they’re ready for a little less help.

Maybe that means waiting a few extra seconds before reminding them.
Maybe it means pointing instead of telling.
Maybe it means moving from doing part of the task with them to simply being nearby.

The goal isn’t “no help.”

It’s giving the right amount of help now, while creating opportunities to need less of it later. 💛

More practice doesn’t always mean more learning. 🤍

When a child is engaged, supported, and experiencing success, even a few meaningful practice opportunities can go a long way.

If practice becomes rushed, repetitive, or frustrating, simply adding more repetitions may not be the answer. Sometimes we need to adjust the task, offer more support, take a break, or try again another time.

In ABA, the goal shouldn’t be to squeeze in as many practice opportunities as possible. We want those opportunities to actually support learning.

Quality matters, too. 🌱

Communication is so much more than spoken words. 💬

A child might communicate by pointing, reaching, using gestures, showing you a picture, signing, using an AAC device, or finding another way to make their message understood.

When we recognize and respond to these forms of communication, we show children that what they have to say matters.

The goal isn’t always to make communication look a certain way. It’s to help each child communicate effectively in a way that works for them. 💛

What are some of the ways your child communicates with you?

It’s important to teach more than just the “right” response.
Sometimes children also need to learn what to do when they feel stuck, unsure, overwhelmed, or don’t know what comes next.

That might look like teaching them to:
- ask for help
- say “I don’t understand”
- request a break
- check a visual
- try another strategy

These are the skills that can support problem-solving, communication, and independence in everyday life. 🤍

Communication is about more than asking for the things we want. 💬

It’s also being able to say:
“Stop.”
“No.”
“I need a break.”
“I don’t want that.”
“Can I have something different?”
“Not right now.”

Teaching children to communicate their boundaries, preferences, and needs is an important part of building self-advocacy.

And when we teach these skills, we also need to show children that their communication matters. That doesn’t mean every “no” can always be honoured, especially when health or safety is involved. But we can acknowledge what they’ve communicated, offer choices when possible, and help them learn other ways to advocate for themselves.

Communication shouldn’t only help children get what they want. It should help them have a voice in what happens to them, too. 🩵