Transition Time Witheld

Withholding transition time...

- Increases supervision
- Reduces unstructured time
- Offers opportunity to connect with student 1:1

Implementation

Overview

- A student will transition before or after the rest of their peers transitions.
- The student may leave 5 minutes early for each transition time and complete a job or break.
- The student may leave after their peers to limit the exposure to unstructured time. They may staff and have a conference, a meeting, or a jumpstart on an assignment.
- The student may also be escorted and monitored during each transition in the day and help student with obtaining expected materials.

Core Components

- Must be used in combination with processing, conferencing, or mentoring a student
- Time withheld should not increase student anxiety/stress
- Should be for a set period of time
- Well communicated

Proactive Implementation

- Withholding transition time proactively revovles around setting agreements on expectations for when time is not utilized. These expectations should be known and discussed for when these situations occur.

Responsive Implementation

- Responsively withholding transition time should be used when there have been concerned for a student during transition or not utilizing time during instructional periods. This time will be discussed with the student, group, or class with an understanding of what the new expectations are for this time.

Connection

If the need is connection then the student should work with a peer or the supervising adult during this withheld time to build rapport.

Skills Training

If the need is skill building then the student may work on a specific skill during the withheld time or practice the skill.

Awareness

If the need is awareness then the student may use journaling as a pathway for reflection on a specific skill they can use during this time.

Emotional Regulation

If the need is regulation then the student may complete a breathing exercise, mood meter, or other regulation strategy for this time.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

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.