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How Do I Get My Autistic Students to Sit for Circle Time?
- Autism-Talk
- Aug 22
- 8 min read
Updated: Aug 23
Autism and Group Learning
TL;DR (Quick Takeaways)
Many autistic children struggle with traditional group times because they are not developmentally ready, even if they are bright in other areas.
Typical 4–5-year-olds may only be able to sit for a few minutes—so lower your expectations and build up gradually 【McClelland et al., 2007】.
Try staggered circle times so younger learners join briefly, then transition out.
Use strengths, preferences, and visuals to keep children engaged【 Volkmar & Wiesner, 2019】.
Focus on small wins—even one child paying attention is progress worth celebrating!
Table of Contents
Why Circle Time Can Be Difficult for Autistic Children
Circle time is a staple in most preschool and kindergarten classrooms. But for children with autism, especially those who have never sat in a group before, it can feel overwhelming.
Many teachers feel pressure to “get through” all the songs, greetings, and lessons that are traditionally included in group time.
But here’s the key reminder: children are receiving special education supports because they cannot yet do what their typically developing peers are doing.
That doesn’t mean they won’t get there—it just means we must meet them where they are developmentally.
Developmental Norms Are Often Misunderstood
A common misconception is that all preschoolers should be able to sit through a long group time.
In reality, even neurotypical 4–5-year-olds are often only developmentally able to sit for 5–10 minutes of non–child-directed activity 【McClelland et al., 2007】.
When you consider autism, ADHD, or developmental delays, realistic expectations are even shorter.
And don’t forget: even bright, academically advanced children (like those who can read early or identify all their colors) may still be developmentally much younger when you look at social, emotional, and regulation skills.
Strategy #1: Use Staggered Circle Times
One of the best ways to support a mixed group is with a staggered approach:
Developmentally youngest group → joins at the very beginning for a brief, fun, motivating activity (e.g., an ABC song with movement on the smartboard). Then they transition out.
Older/more ready group → continues with longer activities such as sharing, story time, or a structured lesson.
💡 Pro Tip: 2–3 staggered groups usually works best.
Managing Transitions
Have an aide take children to the bathroom or a preferred sensory activity, or for outside play once their portion is done.
Make sure the area the first group transitions to is not too close to the group activity or you will lose everyone!
Start small—positive associations are key. It’s better to build gradually than to push and create resistance.
Strategy #2: Play to Strengths and Interests
Circle time doesn’t need to look the same in every classroom. What matters most is engagement.
If your group thrives on movement → add action songs, yoga poses, or movement breaks.
If they love music → weave in songs for transitions, greetings, and turn-taking.
If you’ve got a group of hyperlexic kids → include letters, words, or visual labels to spark their interest.
Animals? Trains? Lining up objects? Whatever your students love—incorporate it.
Almost any learning goal (counting, social turn-taking, communication) can be met through these interests.
Strategy #3: Rethink Seating Arrangements
Not all children are ready to sit on an open rug. Consider seating with clear physical boundaries and consider sensory needs:\
Seated at a half circle table → this is the seating arrangement that is probably the most restrictive but may be necessary for larger groups where there are many children who are not used to staying at a group activity
Cube chairs → this seating is probably the second most restrictive. A cube chair (or similar) provides firm boundaries and help signal “this is my space.”
Small rocking chair → this will probably not be practical for every student but if you have 1 or 2 students who need this sensory input this may be helpful
Bounce on ball→ this one is sometimes too distracting but is worth trying if you have a child that is seeking this type of input. Usually, to do this you will need an adult near the child to supervise, so this may not be practical if you have no aids
Carpet squares → can easily be used for the entire group however, some children with autism have difficulty controlling the impulse to throw the squares
Tape spots → simple masking tape or Velcro dots on the floor help children know where to sit and are less likely to be thrown.
Laminated visuals → place a large picture of a child’s photo, favorite item. or a symbol to mark their spot. Place contact paper over the picture.
The right seating can reduce wandering and create a sense of structure without constant adult prompting.
Strategy #4: Incorporate Choice Everywhere
Children with autism often feel frustrated when everything is adult-directed. Adding choice is one of the easiest ways to increase engagement—and it’s also an important developmental skill for many children to practice.
Choice-making is not just about classroom management; it’s a foundational life skill. Many individualized education programs (IEPs) include goals such as:
Making a choice between 2 options
Using words to make a verbal request
Pointing to a picture to request
Handing a picture symbol or card to request
Advocating for oneself by expressing a preference
All of these skills can only be meaningfully practiced when choice is incorporated into daily routines. Circle time offers many natural opportunities:
Choose their greeting (wave, fist bump, high five, smile).
Choose the welcome song or movement activity.
Choose how to transition away from group (tiptoe, hop, follow the leader).
Choose their instrument for music time.
Choose the pointer for calendar or song charts.
The more opportunities children have to make real choices, the more ownership and buy-in they’ll feel during group time. And just as importantly, you’ll be working on IEP-aligned goals in a functional, engaging way.
💡 It’s also worth noting that choice-making doesn’t just benefit autistic learners—all children (and even adults!) are more engaged, cooperative, and motivated when they feel a sense of control. Offering meaningful choices reduces challenging behaviors and creates a more positive classroom atmosphere for everyone.
Strategy #5: Build Positive Foundations
Remember: the goal is not to force kids to sit through a 20-minute circle time right away.
Start with something highly motivating.
Keep it short and positive.
Slowly increase expectations as they build trust and enjoyment.
When children feel like group time is fun instead of a battle, learning can finally happen.
Strategy #6: Use Visuals for Everything
Visuals are essential for autistic learners.
Many autistic children rely more heavily on visual processing than on spoken language 【Volkmar & Wiesner, 2019】.
Ways to use visuals in circle time:
Song choice visuals → let children select from picture cards.
A Circle Time mini-activity schedule → a small visual schedule just for circle time that lets the know what will happen
Job visuals → use photos or icons to show classroom helpers.
Behavior visuals → reminders for sitting, raising hands, or keeping hands to self.\
Direction visuals → Visuals can be used to show kids common directions such as "sit down". You can find lanyard visuals so that you have them handy as you do your circle time duties.
Social expectation visuals → show turn-taking, waiting, or listening.
Even hand-drawn stick figures can be powerful—kids don’t need professional materials to benefit.
Strategy #7: Be Flexible and Celebrate Small Wins
It’s easy to feel like you’re failing if your circle time doesn’t look like a typical classroom. But success looks different in autism support classrooms:
One child sat for 2 minutes → that’s progress.
A child who normally resists joined for the hello song → celebrate it.
You saw a positive peer interaction during group → gold star moment!
The truth is, forcing 10 autistic children to sit quietly for half an hour is unrealistic. Instead, focus on gradual growth, engagement, and enjoyment.
Part of this means being flexible in ways you may not have expected. For example:
Do you have a student who loves to carry a small animal or toy? Let them hold it at circle.
Is there a child who regulates better with a water bottle? Allow them to sip as needed.
Do you have a student who feels calmer flipping through a favorite book? Consider letting them keep it with them.
Sometimes these supports will become distractions, and when they do, you can adjust. But keep in mind your ultimate goal: engagement and participation. It is only when children are engaged and participating that they can acquire other skills that we may want to focus on in group times.
If a simple modification helps a child feel comfortable enough to join, then it’s worth it—even if circle time doesn’t look the way you thought it “should.”
Teachers sometimes worry, “If I make an exception for one child, won’t I have to do it for everyone?” In my experience, most children are capable of understanding that everyone is different and that we all need different things to be successful. If they are not this is a good learning opportunity. After all, one child might need a step stool to wash their hands, while another does not or need to sit closer to see things.
This mindset not only supports inclusion in the classroom but also models an important life lesson: in the real world, different people need different supports, and that’s okay.
FAQ: Circle Time and Autism
Q: How long should I expect my autistic preschoolers to sit? A: Start with just 1–3 minutes for younger or less experienced children. Build up slowly. Even typically developing 4–5-year-olds may max out around 10 minutes 【McClelland et al., 2007】.
Q: What if my students refuse to come to circle time? A: Make it fun and irresistible. Start with music, dancing, or a special song. Even if they just come for 30 seconds, count it as a win and build from there. Also some children are reluctant to join a circle time just because it is a new idea and they do not know what to expect. Consider reading a Circle Time social story before hand a few times to help familiarize them with what circle time or group time is and what it might look like.
Q: Should I separate children by skill level? A: Yes, a staggered approach is best. Developmentally younger children can join for the fun part, then transition out while older students stay for more advanced activities.
Q: Do I need special visuals and materials? A: No! While professional products can save time, even simple hand-drawn visuals can work beautifully. Children respond more to consistency than perfection.
Related Resources
If you’d like ready-to-use visuals and supports, I’ve created resources that align with everything in this post:
🌟 Circle Time Social Story & Visuals – Helps children understand what to expect.
🌟 Circle Time Success Behavior System – Includes token boards and reinforcement ideas.
🌟 Interactive Song Choice Boards – Perfect for adding choice and engagement.
But remember—you don’t need to buy anything to make circle time successful. Many children will be impressed by hand-drawn reminders or simple laminated pictures.
Get Free Social Story
💌 Want more help with visuals and social stories?
References
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959.
Volkmar, F. R., & Wiesner, L. A. (2019). A Practical Guide to Autism: What Every Parent, Family Member, and Teacher Needs to Know. Wiley.
Koegel, L. K., Ashbaugh, K., Navab, A., & Koegel, R. L. (2016). Improving empathic communication skills in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 921–933.
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