29 May 2015, 6:20 pm
I know this is a pretty common trait for people with ASD. I've been struggling with it for a while now, and I'd love some advice from others who've figured it out. Barring that, I would be able to live with some acknowledgement that I'm not the only one who has to deal with it. 
29 May 2015, 9:18 pm
30 May 2015, 5:01 pm
I was pretty sure someone would understand what I meant, so I didn't post with a detailed explanation...
Giving one is pretty difficult, as I've come to realize after trying to explain to people, but I think I've got a solid basis down.
First off, when I say routine change, I don't mean anything in specific. It's just that changing my routine/lacking one results in me feeling terribly anxious! Unfortunately, this means that I can (and frequently do) get stuck in bad routines as well as good ones! The slightest changes can be a metaphorical slap in the face. For an example, I was going planning on going out to lunch with someone at 12:30. The problem was, I usually go out for lunch at around 11:30. As the minutes passed by after 11:30, so did my anxiety... I just hate feeling uncomfortable, especially when meeting new people or doing things that require me to change my routine.
Any thoughts? I know that I can get past this annoying set-back, but I'd love some feedback from you guys. Help me speed up the process. 
02 Jun 2015, 8:47 pm
This is meant for teachers, parents, and their students with a TBI (traumatic brain injury), who also tend to have problems dealing with transitions and changes in routine, but you may be able to use it as well.
Students who are concrete thinkers, disorganized to some degree, and dependent on concrete routines usually have great difficulty when their routines are violated or need to be changed. Because these students are dependent on routines, they need routines to deal with changes in routines. This may sound paradoxical, but it is very important for these students.
Well-designed routines for changing routines can include some of the following options, depending on the student’s level of concreteness and other abilities:
1. Discuss the change or new routine well in advance of the change.
2. Practice the new routine.
3. When the change is implemented, use behavioral momentum-building activities to help put the student in the best frame of mind for the change. [See Tutorials on Behavior Management: Prevention Strategies; Positive Behavioral Momentum]
4. Graphically represent the new routine (e.g., a sequence of photographs or drawings) if the student is a concrete thinker who benefits from visual sequences to guide his thinking and behavior.
Written by Mark Ylvisaker, Ph.D. with the assistance of Mary Hibbard, Ph.D. and Timothy Feeney, Ph.D.
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31st of July, 2013
Diagnosed: Autism Spectrum Disorder, Auditory-Verbal Processing Speed Disorder, and Visual-Motor Processing Speed Disorder.
Weak Emerging Social Communicator (The Social Thinking-Social Communication Profile by Michelle Garcia Winner, Pamela Crooke and Stephanie Madrigal)
"I am silently correcting your grammar."
