Transitions are difficult for any student, but they can be most difficult for our neurodivergent students. These students require highly structured, consistent, and predictable routines. Transitions can be difficult for some students due to behaviors, such as eloping away from the designated area. They can also create high anxiety and stress for students due to the unpredictability of what is coming next. Transitioning from preferred to non-preferred items or activities can also be difficult. I am going to discuss a few ways that we can proactively manage transitions before they even take place. This way, we can ease our students’ anxiety and reduce behaviors. Then I will list 3 ways to manage transitions while they are occurring. Sometimes we can have all of the proactive strategies in the book, but transitions will still be a struggle for some of our students. That’s okay!
Proactive Transition Strategies
A proactive transition strategy includes directly preteaching how to transition by using social stories, video modeling, and lots of visuals. When we are already aware that our students struggle with transitions, then we can prep our students for what is to come. Below is a visual I have on my classroom door of how to appropriately line up. This helps the student line up in the classroom to be able to transition more smoothly outside of the classroom.
1. Positive Reinforcement
This strategy is going to work best if the reason your student struggles with transitions is due to escape from what is to come, even if they are prepared for it. I reserve my students’ highest reinforcers to help them transition, because this is a necessary skill for life that could be very dangerous in the real world if not done correctly. The reason this strategy works best for students who want to escape the upcoming task or activity is that the item they are working for is more reinforcing than the need to escape. I use the Premack principle, or the “first, then” principle, so the student understands what they are working for. I combine this with a token board, so the student can see how long until they get to earn that item.
For instance, if you have a student whose highest reinforcer is watching their preferred videos on the phone, then that reinforcer will be saved only for transitions. Before the transition even starts, let the student know “first walk, then phone,” then use the visual token board to gradually put on tokens until you reach your destination. The added token board works best for longer distances when transitioning. If the difficult transition is occurring within a short distance, you can just use the “first, then” principle without the added token board.
Strategy 1 contd.
The most important part of this strategy is to save their highest reinforcing item only for transitioning purposes. BUT they DO NOT receive the item until they reach the destination. Once they reach the destination, allow the student to have the item for a long enough period of time that is still reinforcing to them, but that does not take away actual time from the new activity at hand. This may be difficult for the student at first, and they may still engage in escape behaviors (such as flopping or eloping), but with consistency, the student will learn that if they reach the destination, they will then receive time with their highest preferred item.
Over time, the tokens and the time with the reinforcer can fade out as the transition behaviors decrease. Below is an example of a visual “first, then” board with a mini token board that I use with a student.
2. Star Chart
This one may seem similar to strategy number 1. It is more of a token board format that shows the student how much time remains until the transition. This can also be used to pair with strategy number 1 during transitioning long distances. It can show how much time is left until they arrive at their destination. I have mostly used it to show how much time is left until they transition, so they are prepared to move on to the next item or activity. This is also the same reason why we use visual timers. The star chart can be paired with a visual timer for students who do not quite understand the visual timer.
You put a star on in specific time increments until it is time to transition to the next activity (this will have a visual for it). For example, if they need to transition to the next activity in 15 minutes, then you can put a star on about every 3 minutes, and when the last star goes on, then it is time to transition. Below is an example of a star chart.
3. Visuals!
Visuals are key in any special education classroom. When we are preteaching how to transition, we should use the same visuals during the actual transition itself. If the student is struggling to transition to PE, create a social story beforehand about what will occur during those classes and how you will get there. Then, whatever visuals were used in the social story (pictures of the teachers, the classrooms, the hallways to get there), use them during the actual transition itself. The student will then pair the preteaching with the actual activity or place being transitioned to! Below is an image of a PE visual (from the Simply Special Ed schedule visuals bundle). This visual, along with a picture of the PE coach and the gym, may be used to preteach the transition of going to PE. Utilize those exact same visuals during the actual transition to PE.
\Need more help on creating and using visuals in the special education classroom? Check out this blog all about using visuals daily!
Thank you for stopping by to learn about how to manage transitions! Remember, most importantly, create a structured routine and implement it consistently daily. Also, don’t forget your proactive strategies of preparing and teaching your students all about transitions! You got this!
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