Interventions for
Transition Skills
Before you start, a few important points:
Try multiple interventionsEach intervention should be tried for designated length of timeMore than 1 intervention may be implemented at the same timeCollect and track specific data on each intervention tried & its effectIf your data indicates no progress after the designated length of time, you may consider another intervention or look at a different root cause and different set of interventionsInterventions:
Reduce the Stress of Transition
Give cues
Visual timer
Drop card on desk that says “time to change classes”, etc.
Google Images - For copyright purposes, make sure to click on “Tools”, then “Usage Rights”, then check “labeled for reuse or labeled for noncommercial reuse”
Students create their own visual supports
They choose visual representations that are most meaningful to them
Going through the illustration process helps them comprehend the content of visual support and own it.
Five-Minute Countdown
5 Minutes Warning before transition and counting down to provide multiple reminders that the transition is coming.
Verbally
Holding up fingers
Visual countdown strip with numbers that can be crossed out or removed
Timers
Visual timers work best to make to make the abstract concept of elapsed time more concrete
Sand timers (large, small, various times) can be purchased off Amazon
Kitchen egg timers that count up or down
Be careful of timers that tick as the ticking can trigger stress in some students
Stopwatch on student’s desk
Transition Objects
Students carry a preferred object (stuff animal, music, sensory object, etc.) with them during transitions to make the transition more reinforcing and distract the students form the not-so-reinforcing task that’s coming next
Visual Steps for Planning Transitions
Post purpose of tasks
Post sequence of tasks
Visual agendas
To-Do Lists
Start small with 3 items and build.
Have student check off tasks as he/she completes them.
Transfer of Skills to Different Situations and Environments
Teach explicitly
Teach when and where the new skill will be useful.
Practice the strategy in different settings with different problems.
Example - Same guidelines for partner work in each subject area
Poster listing rules of strategy such as working with a partner
Each day discuss 1 rule and how it might need to adjust as various situations arise