Tulare SELPA - Autism Resources

Classroom Supports & Strategies

Tips for building successful transitions in early childhood settings

Transitions from one activity to another for children with autism, as well as typically developing children, are often very difficult and can lead to distress and confusion for both the children and partner(s) involved. One of the simplest ways to limit and prevent problem behaviors is to provide the children with transitions that are routine and predictable. Let’s start by looking at the transition.

What is the goal of the transition?

When building the structure of the transition, it is important to determine the purpose of the transition (e.g., cleanup?, setup?, calm down?, head count?, go from here to there?, etc.) By doing this, you can begin to build a highly structured routine that engages the children for the appropriate amount of time and reduces distress and confusion during the transition while at the same time satisfying the goal of the transition.

How should the transition be structured?

Predictable

The transition should be a highly structured routine that is consistently predictable to the children and the partners.

Carrying out a familiar ritual during the transition, like a song or number of songs, can provide the children with a sense of how much time will be required during the transition.

Visual

The use of visuals to provide clarity and predictable will limit the need to use large amounts of vocal instructions, will help reduce confusion, and will aid in keeping the children engaged.

Physical structure (when necessary)

The physical structure of the transition should also be the same each time and laid out in a manner that the children can all be included and do not need to battle for preferred placement.

Example: (story time, circle time, etc.)

Colored shapes placed in an arc pattern or a circular line will allow the children to see their peers and the instructor without needing to move around or stand up to see over obstructions. This will also allow the instructor to more easily view each child and stay connected to the needs of each child.

The arc pattern or circle will also allow children to be dismissed one at a time or in small groups without needing to climb over the other children.

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