Autism and Transition: A Nonlinear Dynamics Systems Perspective

Children with autism have inherent neurological processing differences that impact their occupational participation in their roles as students. Educational milestone transitions can be especially challenging for students with autism and their teachers, families, schools, and communities. Yet, occupational therapy practitioners may not be fully participating in the transition process. The purpose of this article is to highlight the importance of increased occupational therapy support for children with autism during transitions and to present a novel perspective for occupational therapy practitioners to view the significant challenges these students encounter as they move through the educational system. The nonlinear dynamics perspective conceptualizes interrelated neurological and social systems as emergent and self-organizing processes. By applying the concepts of nonlinearity, occupational therapy practitioners can gain both depth and breadth of insight into the unique constraints encountered by students with autism in the contextual and dynamic school environment and, importantly, influence neurological movement from dysfunctional to functional occupational performance patterns.