TRANSITION STRATEGIES 1
TRANSITION STRATEGIES
Gail M. Purpura
Autistic Support Consultant
gpurpura@bucksiu.org
267-885-9125
For some students with autism and Asperger syndrome, moving from activity to activity,
from classroom to classroom can be stressful. Regular transitions can include: moving from
one activity to another within the classroom, seating changes, moving to other classrooms
for instruction, or lunch/recess. Unpredictable transitions can include fire/tornado drills,
impromptu assemblies, power outages, early dismissals, delayed openings, substitute
teachers.
WITHIN THE CLASSROOM
 Provide an “expected behavior in school ” card for parents to review with student
right before he/she transitions to school each day.
 Follow a routine as much as possible so transitions become more predictable
 Ensure all staff members handle transitions in the same way
 Post a daily schedule of the day’s activities and discuss any changes each morning
 Ensure the pupil knows the day's program at the start of each day and can make
frequent reference to this throughout the day. Consider providing a 'picture board'
with the day's activities 'laid out'. The child can move the activity 'picture' to the
'finished' section on the board before moving on to the next activity. Placing this
board in a neutral ' area (i.e. area not linked with specific activities), creating a
'transition' area to enhance the understanding of finish and moving on to the next
activity.
 Teaching what "finished" means and help the pupil to identify when something has
finished and something different has started.
 Specialists: consider posting content of daily activities/lessons
 Set up classroom with specific areas for active learning, quiet study, etc. Set aside a
quiet area where student can decompress/calm down (this is NOT a time-out or a
punishment area)
 Announce any planned change of routine (assembly, change of schedule) and post in
visible place with schedule
 Give five-minute and one-minute reminders of changes
 For younger students, give them something to do, such as a song about the
transition. For those on self-monitoring behavior programs, at the end of one
segment, announce it is time to fill out their behavior sheet before starting _____.
 Ask peers to help. Choose peer buddies who model expected behaviors. Move from
one place to another with a partner or buddy.
 Provide a transition aid that relates to the next activity: a pencil to art, a fidget tool
to music, texts/notebooks to academic classes. Remind student to get the aid at the
end of the previous segment, until it becomes habit.
 Identify “expected” behaviors for each school location; cafeteria, recess, specials,
assemblies, etc. Review “expected” behaviors prior to transitioning to new location.
 Be aware of “warning signs” that student is reaching sensory stimulation overload
(hands over ears, humming, biting himself, leaving the room unexpectedly) and
allow student to move to a quiet place away from stimulating area
2
TRANSITION STRATEGIES

Teach drill procedures well in advance of any practice drill: show pathway to class
drill location, teach expected behavior, and appoint a “drill” buddy (and backup
buddy in case of absence) who can walk/stand/sit alongside student.
 Request that you be given prior notice of drill alarms. Moments prior to the drill, let
student know a drill is eminent. Do not give warning far in advance or student may
perseverate on the drill.
 In addition to general expected behaviors for fire/tornado drills (line up at door, no
talking, etc.) teach walking with the group, try to ease frustration by ensuring
student it is only a drill. Because loud sounds can be painful for students with
autism, allow student to put hands over ears.
 Teacher sign out: Inform student if key adults will be out of the classroom for
extended periods of time; remind student of expected behavior and provide
him/her with expected behavior card
 As student builds up tolerance to change, try changing things without notification as
children with autism need to learn flexibility if they are ever to survive in a flexible
world.
o Try and teach that change is not to be feared, and that it can actually be a
good thing.
o Use a desensitization strategy that gradually increases the child's tolerance
for change. Start with minor change first, perhaps taking away a pencil in the
student’s absence and when he/she asks, replacing it with a pencil more to
his/her liking. Reinforce that in this incident, change is good. Move an item
either on his/her desk, or in front of him/her, purposefully watching what
you’re doing and engaging the student to observe as well. Do things that are
out of the ordinary; break into song, tell a joke, let the kids sit on the floor to
do an activity, etc.
FROM GRADE-TO-GRADE
 Provide child-specific success strategies to all new teachers/aides
 If staffing is complete at the end of the previous year, introduce student to the next
grade by touring the grade-level area, introducing student to each of his/her
possible teachers, and provide opportunities for student to take “messages” to each
of the possible teachers, instructing him to show expected greeting skills, to wait for
a reply and return message to current teacher.
 Once the new teacher is determined, provide opportunity for student to meet new
teacher(s)/aides, visit new classroom
 When student meets teacher, provide checklist of expected behaviors for review
prior to starting new grade
 Facilitate an interview: at the end of the previous grade, have student develop
interview questions and have new teachers reply in writing over the summer or
allow student to interview teacher when they meet.
 If the school has a yearbook, show the student pictures of other students who will
be in his/her class
SUBSTITUTE TEACHERS
 If possible, tell students you will not be in school and that a substitute will teach the
class until you return
 Provide substitute teacher a student profile including a photo of the student, his/her
strengths and challenges, dominant learning style, summary of behavior goals,
teacher checklist for encouraging positive behavior
 Provide substitute teacher with “Substitute Teacher Social Story©.
TRANSITION STRATEGIES 3

Provide substitute teacher with “Self and Match” and explain its use making sure
teacher knows this is a self-monitoring behavior program focusing on the student’s
ability to identify his own behaviors. Thus, he evaluates his behavior, then the
teacher either agrees or disagrees. The student earns points accordingly
 If student earns 100% on his Self and Match, let him take two single-day rewards
from his reward basket.
 Early in the year, teach classroom expected behaviors for a substitute teacher.
Review classroom expected/unexpected behaviors with the student:
o Enter classroom quietly, unpack backpack, put homework in bin, place
books neatly in desk, start morning edit
o Avoid blurting out to the teacher and students
o Raise your hand and wait to be called on by the teacher
o Talk to the teacher with respect (see social story), using kind words and
actions
o Work quietly at your desk
o Show “whole body listening” to teacher and students
o Make comments and ask questions only related to the topic being discussed
o Use your brain to “filter” unexpected comments and keep unexpected
comments in your “thought bubble.”
o Talk to the teacher and students with respect
 Let student know that the substitute will report his/her behavior to you when you
return
FIRE DRILLS
 Choose two – four peer buddies (who demonstrate expected behaviors) one to walk
in front of student, one to walk behind student. Teach peer buddies that they will
walk in front, behind student and model expected behaviors
 Ensure student that these are just drills – times to practice what to do if a real fire
should occur
 Explain that fire trucks and fire officials may be at the school. They are there to
check to make sure everyone does what’s expected during the drill
 Teach fire drill behaviors at the beginning of the school year and review until
student can demonstrate them automatically
o When alarm rings stand up and carefully push in your chair
o Walk to the classroom door
o If the noise is too loud, you can put your hands over your ears
o Line up quietly with your peer buddies in front/behind you
o Wait in line until the teacher tells you to start walking
o Walk with the group without talking to the designated fire drill location
o Stand without talking at the location until teacher says you can return to
class
o Walk back to class without talking and with the group
o When you get to your classroom, return to your desk and sit down
o Unexpected fire drill behaviors:
 Running
 Pushing
 Talking
 Screaming, crying
 Saying “it’s too loud”
4
TRANSITION STRATEGIES

Take student on designated path to fire-drill gathering area several times so he/she
will know the route automatically by the time of the first drill
 Inform student a five minute warning that drill will occur. Giving a warning prior to
that time may stimulate student perseveration on the drill.
 If student has a question, raise hand and wait for the teacher to respond. Alert
student that teacher might not be able to answer question immediately because
she/he must take attendance and report any absences to the administration
FIELD DAY
 Assign a “buddy” to be on the student’s team and who will move with the child from
one activity to the next. The buddy should be someone who models expected
behaviors
 Review “rules” of field day.
o Bring water or drink water throughout the day
o Stay with your group
o Try each activity
o Go to an adult if you have a problem
o You may have “big” feelings on the inside, but you have to express them
smaller in public (FBI-ESP)
 Although field day is a time for fun, you still have to treat others with
respect, avoid being silly and follow the rules
 Show good “thinking about you, thinking about me” strategies
 Watch what other students are doing and make “good guesses”
about what you should be doing
 If they’re laughing, you can laugh. When they stop, you stop
o Teach good sportsmanship
 Try each activity
 Take turns when appropriate
 Sometimes you win, sometimes you lose
 Congratulate others if they win
 Win with respect
 Say thank you when others say “good game”
 Avoid gloating – no saying “we won, we won, you didn’t” or
something like that
 Designate a cool-off place where student can retreat to if he becomes too anxious
during games
 Designate an adult who student can go to if anxiety levels too great. Show student
and buddy where that adult will be during field day. Tell student he/she can come
to the adult with a buddy
 Check in with student’s team throughout the day to make sure student is
demonstrating expected behaviors, having fun and not over anxious
 Arrange to have someone inside the school that can oversee student if his/her
anxiety becomes too great
 Pre-arrange with parents that someone will pick student up if he/she shows
extreme anxiety that cannot be reduced with breaks
ASSEMBLIES
 Tell student about assembly when it’s scheduled. Tell student the scheduled date,
time and topic of the assembly. Explain topic. Consider putting a note on board
about the assembly (Magazine Drive Assembly October 6)
 On the day of the assembly include it in posted daily schedule
TRANSITION STRATEGIES 5
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Explain what classes will be skipped/truncated because of the assembly
Explain how individual lessons/activities/work expectations will change
Review assembly rules
o Line up between your buddies when you’re called to the assembly
o Walk with the group to the assembly
o Walk into assembly room and fill in seats in an orderly manner. Sit between
your buddies
o Sit quietly and watch/listen during the assembly
 Show “whole body listening” to the speakers and audience
o When the assembly is over, quietly file out, staying in line
o Walk with the group back to your classroom
DELAYED OPENINGS
 Redirect student to the usual morning routine when he/she arrives at school
 Teach delayed opening expected behaviors as winter approaches
 Post a new/revised schedule, with adjusted times for student to see when he/she
arrives at school
 Explain to student that the schedule had to be changed to make up for the lost time
and that lessons may be reduced/skipped
 Tell student how the delay will affect other deadlines (Ex. If you were going to finish
an activity in math, but now math is 15 minutes shorter, you may have to finish the
activity the next day.)
 Be aware that late openings cause changes throughout the school day and this may
cause the student to be anxious. As the day progresses, remind student of changes
and the adjustments that will occur accordingly
 Explain to student that delay will not add days to the school year
EARLY DISMISSALS
 When early dismissal is announced, write new schedule on the board
 Explain to student how activities/work expectations will change
 Explain how homework expectations may change
 Ensure student that his/her school bus will arrive at the expected time
 Have a policy in place for notifying parents/making sure parents are at home to
receive student. Ensure student that someone will be home when he/she arrives
 Be aware that student may become anxious about the “unknowns” regarding an
early dismissal and might perseverate on his/her issues
 Look for signs of anxiety, including a change in behavior that may seem unusual.
o Quietly ask student to talk with you about his/her concerns.
o Take concerns seriously, giving information that student needs (will my
sister/brother’s school be dismissed early too? Will someone be at home
when I get there? (yes, or we’re getting in touch with your parents now)
What if the bus has an accident? (bus drivers get a lot of training in safe
driving procedures, if an accident occurs the bus driver will take care of the
students, emergency officials will arrive to take care of the students, etc.)
 Give information on how student will learn if school will open on time the following
day
POWER OUTAGES
 Give student information as it becomes available.
 If you do not know what happened, assure student that you will find out and let him
know as soon as possible
6
TRANSITION STRATEGIES
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Assure student that the adults in the school know how to handle the situation and
will keep the students safe
Understand that the sudden change may be making the student very anxious. Listen
to his/her questions and answer them seriously and with thought. Avoid saying
things like “don’t worry about it.”
The student may perseverate on questions (how do you know adults will keep
students safe? (Adults in school have been trained to keep students safe in these
situations.) How will they keep students safe? (They will check the school to make
sure it is safe i.e. heat still working, plumbing still working, etc. They will keep
students in school until it is safe for them to leave, i.e. buses have arrived, parents at
home, etc.) Give information for each question. Avoid saying things like “don’t
worry about it.”