Personal Organisation

Autistic learners are likely to have a different way of processing information and this can impact on their ability to organise themselves, plan, sequence and prioritise their daily activities.  
 

The cognitive theory of Executive Function highlights some of the difficulties which are likely to impact on personal organisation. It is really important that staff do not interpret poor planning and organisational skills as a lack of effort on the part of the learner.  

Predictive and sequential thinking can be problematic for many autistic individuals. We are required to use predictive thinking in a whole range of situations. This can range from thinking about how someone is going to react to something we have done or something we are going to say to planning and organising what you need to take in your schoolbag or when you pack a case for your holidays. Difficulties in predictive thinking impact on a person’s ability to organise, acquire self-help skills, to be independent or to fully anticipate the likely consequences of their actions. Predictive thinking is also important in coping with and accommodating change.

Consistent of use of calendars, visual schedules, routines and checklists can really help with these challenges, as can well-organised and uncluttered learning environments. The level to which individual learners develop independence in using strategies to help them with their personal organisation will vary, some will achieve very good levels of independence and other may always need support.  

Autistic learners can experience difficulties:  

  • Understanding the concept of and managing time   
  • Predicting the consequences of an action  
  • Seeing the larger ‘picture’ – for example why they may have to do a task.