Supervised Transitions
Supervised Transitions
Embedded Files
Using supervised transitions...
Provides a structured setting
Increases supervision
Implementation
Implementation
Overview
Supervised transitions are the monitoring of a student during unstructured time. This may include a transition from within the classroom such as whole group to stations to class period transitions.
Supervision could include other students, a peer mentor, paraprofessional, or other adult.
The supervision should be discrete and temporary.
If the student is aware of the shift to supervised transitions, they should be involved in the conversation of a plan for removal of the supervision.
Make the student a co-author of the plan.
A supervised transition may include transitioning a student before or after the other students.
The supervised transition may be for specific items and executive functioning skill related tasks
A supervised transition may include walking a student after an overstimulating experience
Core Components
Adult supervision during the transition
Clear expectations defined
Opportunity for fading or intensifying supervision
Proactive Implementation
If a student, group, or class have historically struggled with behavior during transitions, a supervising adult may elect to have more structured transitions practiced and monitored throughout the year.
Responsive Implementation
Supervised transitions may be initiated when a specific student, group, or class have been identified as struggling during transitions. The supervision can be adult or peer depending on the circumstances and the timeline can be discussed with the students invovled.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the students may be supervised by a positive pro social peer that typcially is older and can act as a role model. This may look like an older student walking another to the bus at the end of the day.
Skills Training
If the need is skill building then transitions can be practiced and specific expectations for transitions can be taught. These are practiced and scaffolded until their is no longer a need for supervision.
Awareness
If the need is awareness then the supervision may consist of reiterating to student what the expectations are and supporting students who are not meeting the expectations with conferencing.
Emotional Regulation
If the need is regulation then the supervision may consist of allowing a tether for the student to rely on if they become dysregulated while transitioning.
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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