Just in time for the season of spookiness, we have some helpful tips from Alix Naginski, MSc, RBT, for parents, educators, and caregivers of children with autism. Alix is a staff member at Spark Learning, which provides therapy, social skills groups, and camps, as well as the Little Sparks Preschool and Kindergarten program, in Austin.

Halloween is a magical time for children, a night filled with creative costumes, decorations, candy and trick-or-treating with friends. For many autistic children however, it can also be a time of sensory overload, social stress and unexpected challenges. At Spark, we understand that every child experience Halloween differently. We're here to help you make this special day feel safe, enjoyable, and tailored to your child. With planning and flexibility, there are many ways to approach costumes, decorating, and trick-or-treating to prepare your child for the surprises that come on this spooky holiday.

Social stories: A great way to teach about Halloween

One fun and personalized technique you can use to help explain Halloween and its features is creating a social story. A social story is a simple, personalized story that uses clear language and visuals to explain social situations or upcoming events. It helps children understand what to expect, how to respond, and feel more comfortable in new or unfamiliar settings.

Some key features you may want to include are:

Why do we celebrate Halloween?
How do we celebrate it?
Decorations they may see
How do we trick or treat?

You can include pictures of your street, your child, their costume, and the candy they may get! Make it fun, simple and personalized. These personal aspects are key as it makes the story more interesting and relatable for your child (Chen et al., 2020). Moreover, reading the story with your child several times before the big day will give your child time to absorb the information and feel more prepared for Halloween.

Practice, practice, practice!

It is important also to help your child develop the skills needed and practice them. This will help your child feel more relaxed on Halloween night. Certain aspects of Halloween may be more challenging than others, and that is okay! Practicing as early as possible is what will lead to higher chances of a successful and stress-free night.

Costumes: Getting your child comfortable with their Halloween costume is particularly important. This can be done by having their costume out and visible as well as having them try it on a couple times leading up to Halloween. Be prepared for resistance. But, the sooner you have them grow accustomed to their costumes the more likely they will become comfortable with wearing it! This is especially crucial if parts of the costume are new to them, such as glasses or other fun accessories (Kyriacou et al., 2023).
Trick-or-treating: Practice trick-or-treating a couple of times before the 31st. Begin by walking in your neighborhood during the daytime, making sure they stay near you or hold your hand. Ideally, your child should have the chance to practice being in a busier neighborhood to mimic what it may be like on Halloween. Also, with the help of a friendly neighbor or family member, try having them knock on someone's door. Be sure to highlight the order in which we do things: knock, say "trick or treat", take some candy, and leave. Have them practice just taking one or two pieces of candy and not entering the person's home. This may be very different from previous social experiences. Practice leads to being more prepared and sets the boundaries prior to the start of the event.
Social skills: For some kids, it may be good to practice what to do if you get candy you don’t like (Say thank you and take it, but you don’t have to eat it!). Also, when receiving candy, it may be extremely tempting to eat it there and then. Reviewing ahead of time when they will be able to eat the candy will avoid challenges occurring. Some other important social skills to consider are responding to others’ questions about what they are dressed up as or compliments about their costumes. Halloween is a wonderful time to work and make progress on your child’s social skills!

When in doubt, adapt!

If you find that your child is having a harder time with everything that comes with Halloween, changing the skill set sought may make a world of a difference for your child's and your experience.

When it comes to walking around for trick-or-treating, it may be less stressful to have your child sitting rather than walking with you. For younger children, consider using a wagon or stroller to walk around your neighborhood – it could even be part of their costume! This keeps them safe in busier areas and may make the experience more comfortable for them.

Not everyone likes candy, and that’s okay! It doesn't need to take away from their trick-or-treating fun. Consider bringing alternative goodies that you can add to your child's bag like stickers, small fidgets, or other snacks they prefer. This will increase their enthusiasm and sense of taking part in the experience.

Finally, being in costume all together is a great way to make Halloween a family experience. Note that some materials may not be easy for your child to wear, such as accessories your child has never been exposed to before (wigs, certain shoes, jewelry, etc.). When picking out a Halloween costume, consider choosing a two-piece shirt and bottom that has the design printed or sewn on the front or back. This will help make the costume feel less foreign to your child.

Halloween doesn't have to be overwhelming. With preparation, practice, and flexibility, every child can participate in a way that works best for them. Whether that means adjusting costumes, modifying trick-or-treat routines, or creating a personalized social story – what matters is making your child feel safe, comfortable, and included.

References

Chen, T., Yang, W., Wang, Q., Zhang, Y., & Ma, Z. (2020). Effects of social stories intervention for children and adolescents with autism spectrum disorders: A protocol for a systematic review and meta-analysis of randomized controlled trials. Medicine, 99(37), e22018. https://doi.org/10.1097/MD.0000000000022018

Kyriacou, C., Forrester-Jones, R., & Triantafyllopoulou, P. (2023). Clothes, Sensory Experiences and Autism: Is Wearing the Right Fabric Important?. Journal of autism and developmental disorders, 53(4), 1495–1508. https://doi.org/10.1007/s10803-021-05140-3

Alix Naginski, MSc, RBT | Little Sparks at Spark Learning

Marie Catrett, a frequent guest contributor here, has been looking back over ten years of documentation from her work with young children, compiling these stories into a book. She generously turned some of that material into this special photo essay about supporting young children in processing their feelings and questions about Halloween (and “dressing up” in general). Marie is the founder and lead educator at Tigerlily Preschool. You can meet her at this Saturday’s 2nd Annual Small Schools of South Austin Tour.

March 8, 2012

Willa: Is it a ghost or is it just Emerson?
Nayeli: No, it’s Emerson.
Willa: Let’s say boo to him, then the ghost will be Emerson again.

August 28, 2012

A set of magic wands appears in the dress-up corner.

Willa: Marie, what do you want to be turned into?
Marie: Hmm . . . turn me into a butterfly.
Willa: Okay, cause I’m a flying fairy.
Willa waves her wand over me and dances off.
Marie: Now I’m going to be a butterfly?
Emerson: Now not going to be a butterfly. (Emerson waves his yellow wand over me.)
Marie: Did you turn me into something else?
Emerson: No!

I take Emerson to be saying here, “Marie, I need you to be my Marie.” He will often do this when monster play happens if someone in the play begins to refer to me as “the monster coming.” Emerson will tell them no, she’s not a monster, she’s Marie. He will ask me directly, with concern: you’re not a monster, Marie? No, Emerson, I reassure him. I am Marie.

Elias (who finds great meaning in interpreting the world through train talk): We can’t get on this train. This train is too small. We can’t get inside; we don’t have tickets. (His bubble wand is a train.)

Willa: Emerson, what do you want to be turned into?
Emerson: I don’t want to be something.
Willa: Okay. But this is real magic. You could be anything. Even a princess!
Marie (gently): Emerson, I hear pretending. You can choose about if you want any pretending.
Emerson (ponders, then): You could turn me into a BIG princess.

Later during the day
Emerson: (Waves wand): I turn you into a princess Marie.
Marie: Now I am a princess? Are you a princess?
Emerson (spinning happily): No, I’m not a princess. I’m nothing.
Willa: Are you air?
Emerson: No.
Daphne: Are you just Emerson?
Emerson: Yes! Just Emerson!

November 2, 2012

We return to school after Halloween. The children begin telling each other about what they saw.
Marie: There could be more drawing about this, to show what you’re remembering about Halloween?
Yes, the kids say, oh yes, we’ll draw about our Halloween!

Daphne: Me and Daddy maked happy faces for our pumpkins and Mommy made a monkey face. And Mac didn’t carve any because he’s a baby. My pumpkin had fire in it.

Wyatt: I had a scary face of a pumpkin. A vampire face. My pumpkin had its eyes closed. My pumpkin had a triangle eye.

Willa: I saw a lot of shapes in the pumpkin faces on Halloween.
Elias: My pumpkin had a quiet face. I saw a witch. I will draw a witch. With black.
Daphne: I saw a witch! I will draw about a witch too.

Daphne: That’s the witch that I saw on Halloween.

Elias: With a tall black hat on its head!

Nayeli: I saw a spooky house.
Willa: Did you see a real ghost that someone didn’t dress up as?
Nayeli: No.
Willa: Did you see a spider? A monster?
Nayeli: We had to reach in a spider’s web to get candy!
Willa: Was it just a costume spider web?
Nayeli: It was just a pretend spider web with no one inside it. Look how black my picture is.
Willa: Are you making the black night?
Nayeli (adding black lines over the orange ones): It’s making dark orange.

Willa (adding the spooky person, black figure in the lower right corner, with looser black lines, “the black night” wrapping around him, very pleased with the feeling she’s captured): Look what he looks like! When I went trick or treating there was a spooky person wearing all black. Outside. On their porch. He looks like a real haunted. I looked for a dark color to make it. And there was a sunset. I’m making colors because it’s sunset. All sunsets have color. And I make the black night, see? Moon, moon, a bright glittering moon! The moon is gonna be making a yellow sky.

I am struck by how deeply this Halloween stuff matters to the children and make a note to prepare more on this for our next Halloween together.

Here’s what that looked like, one year later.

October 30, 2013

“Me in my Little Red Riding Hood costume and I’m skipping, see? With roses on the basket and candy bread inside.” —Nayeli

Nayeli: Tomorrow is Halloween day.
Daphne: And we’ve been waiting a long time.
Marie: People are thinking about wearing a costume to school tomorrow if they want to. Elias thinks he might be a station master, Nayeli will be Little Red Riding Hood.
Nayan: I will be a giraffe. A costume of a giraffe.
Elias: I will be a costume of a station master.
Marie: And tell your grownups, bring extra clothes. Because maybe you want to be in your costume a long time or maybe you will want to change after a while.
The subject of “What will you be, Marie?” comes up.
Marie: You know, I am usually saying “I will be just Marie” as your teacher, here, when children are pretending.

Dear three-year-old Emerson, you and the other children taught me the importance of this last year!

Nayan: Just wear a little hat.
Daphne: Like with a headband. A headband, and how about different shoes?
Marie: Will you still know that I am me?
Daphne: Wear the same clothes. Your usual clothes.
Marie: If someone is wearing different clothes, are they still the same person?
Daphne: I’ll know everyone because I have really good hearing and really good eyesight.
Nayan: We’ll know you by your talk. Or if you took off your shoes or your hat or your headband.
Nayeli: Marie could be a Marie for Halloween!
Daphne: You just need to put on the same things. If we could go upstairs and see them, we could pick them out for you.
Elias: You have a double-decker house. At night you go upstairs.

Marie: What if I wore a shirt that kids had not seen before, would that feel okay?
Kids: Yes! One we haven’t ever seen before?
Marie (ah ha, I do have an idea now!): Yes. See, I have a new shirt that I just got but you haven’t seen it yet.
Daphne: Like your piano shirt? (There’s a photo of me in some documentation on the wall wearing a concert shirt the children admire.)
Marie: Ah, a little bit like that, yes. But not a piano . . .

Later
Marie: So, we were talking about a costume for me, and people said I should wear shoes, maybe a hat. Here are some different hats of mine.

Nayeli (recognizing my garden hat): This one we know already!
Marie: Yes, you know that one. See the straw hat with the polka dots? This is a hat I like to wear when I go to Barton Springs. It gives me a lot of shade. Now, here’s just regular me, right? And here’s me (putting it on my head) wearing my Barton Springs hat. Am I the same me when I put on the Barton Springs hat?
Daphne: Yeah!
Nayan: ’Cause I see some of your hair.
Daphne: And I see your shoes. Those shoes that I know.
Marie: Ah, ’cause my shoes didn’t change. But you’ve never seen my Barton Springs hat.
Nayan: But I do still know your shoes and your hair.
Nayeli: I would know you even if those shoes were pink.
Nayan: I would still know it was you if your hat was green!
Daphne: I would know you if you were a giant! Because you’re pretty giant.
Marie: What do you think, Elias, is it still me if I put on this hat?
Elias: Yes! It just has this polka dots around your hat.
Nayeli: Your face stays the same. But your face is bigger than ours. Parts of your face is bigger than ours.
Nayan: And my face is smaller than yours.
Daphne: And your hands are bigger than us. Because you’re older.
Marie: Am I the same Marie in my garden hat, in the hat you know?
Kids: Yes! ’Cause of your face and your shoes and the garden hat that we know.
Marie: Okay, and if I take my hat off, here’s just me again. And now here’s the third hat. This is my running hat.
Daphne: Oh, now you look different!
Nayeli: Much different.
Marie: I’m different when I put on the running hat?
Nayeli: But you are the same Marie, though.
Marie: I am the same Marie, but I look different in my running hat.
Nayeli: You look so different in the running hat because there’s no hair coming down.
Kids want to try on my hats.
Daphne: Right now, I can’t see the underneath of the garden hat because I’m wearing it.
Nayan (the Barton Springs hat hangs down over his eyes): Right now, I can’t even see where I am going!
Daphne: And I can’t even see where I am going!
Nayan (laughing): Where am I? This hat kind of looks like a cowboy hat.

Marie: So, tomorrow on Halloween you’re going to see people you know but they might be wearing something different. I’ve never seen Nayeli in a Little Red Riding Hood costume.
Daphne: Have you ever seen me in a butterfly costume?
Marie: I have never seen you in a butterfly costume.
Nayan: Have you ever seen me in a giraffe costume?
Marie: I have never seen you in a giraffe costume.
Daphne: Or in any costume!
Marie: Elias, I have never seen you in a station master costume.
Elias: No . . .
Marie: That is going to be different! Here’s a song I like to teach (holding the Barton Springs hat up over my face).

Who is underneath that hat, hat, hat?
Who is underneath that hat, hat, hat?
All together: Whooooo is it? Marie!
(Marie taking hat away):
I see Marie underneath that hat!
Marie is underneath that hat, hat, hat!

Nayeli: I know that song, I know that song!

We sing many verses, with all our hats, together.