Transition Instructions Many students struggle with switching between activities. These challenges often take place during transitions such as unexpected schedule changes, switching rooms/areas, and moving from a preferred activity (e.g. recess) to a non-preferred activity (e.g. math). There are several different ways therapists can help their learners transition easily. For additional information on any of these methods, refer to your consulting BCBA.
First/Then Board The first/then method is based on a behavioral principle called the Premack Principle. First, the student engages in the target behavior. Then, when the target behavior has been completed, they receive their reinforcer. Learners should be informed of the contingency prior to engaging in the target behavior. For example: First, a learner must do their math worksheet. When that is completed, they can have Skittles.
For children who are visual learners, a first/then board may be used, where a visual of the target behavior (task) and the reward are given to the child. Schedule Board A schedule board lets the learner see what their schedule will be for the day. Schedule boards can be especially helpful when the schedule changes unexpectedly. It is helpful for the child to be apart of changing the schedule board so they are prepared for the change. When making the schedule board, make multiple copies of all activities the child may engage in. •
How do you use a schedule board? o Fill out the schedule board prior to the student’s arrival. o When the student gets to school, go over the schedule with them, and give them the opportunity to ask questions about it. o Prior to transitioning, show the student what is about to happen. o Once the activity is complete, have the student remove it from the schedule.
Warning Giving your students a warning that the current activity is about to end can also help in transitioning. Initially, provide a verbal warning for the student at the end the activity, then move on to a fun activity as reinforcement for appropriately transitioning. As the student becomes familiar and successful with warnings, increase the amount of work required before receiving the reinforcer. There are two ways you can warn a student: a verbal warning (“You have to clean up in one Advanced Behavioral Systems / DBA: ENGAGE Behavioral Health Copyrighted Advanced Behavioral Systems, INC -2013 May not be reproduced with out written permission
minute”) or a visual warning (e.g., setting a timer).
Access to a Toy During Transitions Allowing the child to take a preferred item with them during transitions can make transitions easier. They should only have access to the toy when they are engaging in appropriate behavior, so that inappropriate behavior is not reinforced. Prior to transitioning, tell the student what the contingency is. If possible, make the reinforcer something you do not have to take away, such as edibles or verbal praise. For example: “You can have a Skittle if you walk quietly to the playground.”
Bring a Friend Allowing the student to bring a peer with them can also aid transitions. Prior to trying this, make sure you have approval from school administration.
Things to keep in mind: • Bring a peer who will demonstrate appropriate transition behavior. • Have the peer be someone the student likes. • Praise both students for engaging in appropriate behavior during the transition. If the peer is the only one engaging in appropriate behavior, praise only them until the student engages in appropriate behavior too. Tips • • •
If one strategy doesn’t work, try another. Different students need different strategies. If possible, take data on target behaviors so you can easily identify when changes should be made. At the beginning of all strategies, provide heavy reinforcement for appropriate behaviors. This increases the students chance of success.
Written By: Diana Kithcart, M.S., BCBA
Advanced Behavioral Systems / DBA: ENGAGE Behavioral Health Copyrighted Advanced Behavioral Systems, INC -2013 May not be reproduced with out written permission
