How To: Transitioning
(slide 1 – How To: Transitioning)
(slide 2 – Transitioning)
Welcome to the How To series. The topic for this How To is transitioning in the early childhood classroom. You will see a variety of tools to assist students with transitioning and video examples of children successfully transitioning in the classroom. Some of the children you will see may not have a diagnosis of ASD, however the examples all depict strategies and teaching practices that can be beneficial for all students.
(slide 3 – Transitioning)
Due to the primary and secondary characteristics of ASD, transitioning from location to location and activity to activity can be difficult for many students. Students may experience high anxiety and frustration, especially if the student does not know what is going to happen next, how much time they have left to complete the transition, or how much time they have until the transition begins. Transitioning is much easier for the student if they are supported properly and the student knows what is going to happen next.
(slide 4 – Transitioning)
There are many tools available to help students with transitioning. This includes environmental considerations such as physical structure and the use of clearly defined spaces. Structure in the environment lets the student know what is expected. It helps the student know what to do and where to do it, such as if you use a clearly defined circle time area or a clearly defined small group area. Also, using visual clarity or visual structure ensures that the area is visually organized. This can mean limiting visual stimuli in a classroom but it also can mean using color coding to organize and help the student navigate. Because students with ASD often have difficulty with auditory information, visual supports make expectations very concrete and clear. A visual support can show the student what to do and when to do it. Further, creating routines and utilizing schedules assists students with time management and successful transitioning between locations and activities. Don’t forget, prompting and reinforcement are also very important tools for students with ASD. All these tools will assist the student in transitioning successfully.
(slide 5 – Transitioning Tools)
Let’s look at some photos that depict examples of tools that help students transition. In these photos, you will notice examples of physical structure, visual clarity, visual supports and schedules.
(slide 6 – Environmental Structure)
(photo 1)
In this first photo, you will notice an example of a large group area. Even without the label identifying this area, you could probably guess that circle time happens in this part of the room. This is a great example of using physical structure to make expectations very clear for students.
(photo 2)
Here is another example, this time of a small group area. Notice how the furniture and carpeting are used to set this area apart from the rest of the classroom.
(photo 3)
Finally, notice this example of the play area. Notice how this play area has clear boundaries that set it apart from other areas in the classroom such as large group areas or snack areas.
(slide 7 – Visual Clarity)
(photo 4)
In terms of visual clarity, notice how the teacher has limited the visual stimuli on the walls of this classroom. Further, notice that some areas utilize color coding to assist students.
(photos 5, 6, 7)
Visual matching, and also reduces visual stimuli on the table as well. All of which helps students understand expectations and assist with transitioning from location to location and activity to activity.
(slide 8 – Visual supports)
(photo 8)
Visual supports assist students with transitioning as well. Look at this student’s social story used to help him transition after play time.
(photo 9)
It includes information to help him transition to cleaning up. Visual supports can be individualized based on the student’s needs, abilities, and interests.
(slide 9 - Schedules)
Finally, schedules are often very useful tools for transitioning. Let’s watch an example of a teacher discussing the days schedule with her students.
(videoexample 1)
Teacher: And then, we had something different. We got our pic- tures… pictures taken. And then we did table work. Then we did circle time. And now it is time to play center.
(slide 10 – Video Examples)
Let’s look at some video examples of transitioning happening in the classroom. In these videos you will see more examples of different tools being used to assist students with transitioning. Look for the tools included in the video examples and watch for the student’s response to the transitions.
(video example 1)
In this example, a dinosaur mat was used to help a student transition to lunchtime. The student has a strong interest in dinosaurs so the teacher added the mat to make lunch more motivating for him. The student often resisted transitioning and especially washing his hands after lunch. He would get his mat after completing the handwashing steps. The addition of the dinosaur mat ended up helping the student with transitioning and completing the routine.
Student 1: Oh, you have dinosaurs?
Student 2: Yeah!
Student 1: What are their names?
Student 2: (not audible)
(video example 2)
Teacher: The red train…
Students: Me me me!!!!
Teacher: The red train will be Catherine and Heidi and you will be over at chalkboard. (students walk to chalkboard)
Teacher: The blue train will be Leela with Miss Lori. Michael’s not here today so he doesn’t get to do fun station. You and Julia are going to do smartboard. And we’re going to sit in chairs to do smartboard, so can you put that on the green train? Watch Austin, Julia.
Student: Choo choo! Choo choo!
(video example 3)
Teacher: Goodnight little girl, goodnight. Sleep tight, she says. Bye Austin. See you tomorrow.
(video example 4)
Students: (Singing tidy up song.)
(slide 11 – Video Review)
As you can see, the teachers provided a variety of tools to assist with transitioning. These tools help the student transition successfully.
(slide 12 – Review)
Now that you’ve seen some examples of tools that can assist students with transitioning, you are more aware of how to support this crucial skill in the preschool classroom. Remember, due to the primary and secondary characteristics of ASD, transitioning from location to location and activity to activity can be difficult for many students. Students may experience high anxiety and frustration, especially if the student does not know what is going to happen next, how much time they have left to complete the transition or how much time they have until the transition begins. Transitioning is much easier for the student if they are supported properly and the student knows what is going to happen next.
(slide 13 – For More Information)