Some students, especially those with ASD, are resistant to change and may become frustrated by unexpected change in routine or being moved abruptly from one activity to another (especially if the task was not completed). This may be attributed to an underlying fear of change and the unknown.
Include time limits for each section of lesson.
Present materials in a consistent format.
Clear distinction between start and end of sections in written materials.
Incorporate checklist or list of small steps.
Advance notice of imminent transitions and the expectation for behaviour at that time.
Strong routine for lesson closure.
Schedule changes are discussed ahead of time.
Supervise closely during transitions.
Specifically say and display lists of materials needed until a routine is possible.
Arrange for an organised helper (peer).
The use of timers may allow students to keep track of elapsed time and anticipate change.
Be patient with any resistance to transitions – some students cannot help becoming distressed.
Ensure communication between all KLA teachers.
List steps necessary to complete each assignment.
Reward successful transitions and make note of successful strategies eg. timers.
Personal time-outs to prepare for transitions.
Visual schedule / personal planner.
Make the student aware of his or her timetable.
Prepare students for transitions or changes.
Establish rules that are easy to follow and understand.
Use the same casual teacher each time if possible.
Have specific locations for all materials (pencil pouches, tabs in notebooks, etc.).
Use a “buddy system” for bus travel.
Students keep stop watch to warn of transitions.
Ensure class follows strong routines for starting and ending tasks.
Included suggested time limits for sections of activities?
Displayed unit outlines, objectives and schedules in the classroom?
Provided a quiet study area within the classroom?
Displayed rules and expectations on classroom noticeboards?
Discussed successful strategies with the Learning Support Team?