top tips to reduce behaviourΒ during change to support neurodiverse children
Many children with ASD have difficulties accepting change and transition from one activity to another. In fact, most behaviour happens during change/transition. In my experience this is because it requires problem-solving, choices and adults tend to use more verbal information instead of visual information. It can also be a time of movement and high noise level, which can cause sensory processing difficulties. Below, I have listed some key times you may need to put in place strategies to support children during change.
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Transitioning between activities can be a challenging process for both teachers and students. However, with the right preparation and tools, it can be a smooth and uplifting experience. Here are five tips to help teachers transition their students to school:
SUMMARY
This Podcast provides tips and strategies for teachers to help neurodiverse children transition from one activity to another. It emphasises the importance of giving children time to adjust, using visuals and signing to communicate, and pre-warning children about changes. It also suggests using a time timer to help children manage their own time and using the words “wait” and “finish” to help them understand what to do.
Highlights for teachers and parents includes:
- giving children time to adjust (00:19:00),
- using visuals and signing to communicate (00:20:44),
- pre-warning children about changes (00:05:03),
- using a time timer to help children manage their own time (00:19:58),
- andΒ using the words “wait” and “finish” to help them understand what to do (00:21:35).
LIST OF STRATEGIES TO HELP TRANSITION BETWEEN ACTIVITIES
- Use timers to help manage time and give students the skills to look at a clock.
- Incorporate visuals and signing to supplement communication.
- Provide no surprises by pre-warning students of any changes.
- Create a schedule that includes the information that is important to the student.
- Be consistent with routines and expectations.
|
Transition Example Activity / Behaviour |
Structural Change Routine Change |
|
Pack away / finish activity |
Give five minute warning. Use a Time Timer so can visually see βhow longβ. Use a visual schedule that shows what is happening throughout the day or use βNow, Next, Laterβ visual to tell them when they will return to a preferred activity. |
|
Choose an activity |
Minimise the choices i.e. instead of a whole shelf of puzzles or books have two puzzles or two books. Give real choices e.g. do your homework now or after dinner. |
|
Lining up |
Have a set spot in the line, and set partner. This can change each week. Have the βother childβ be a supportive peer who will help them line up in the correct place. Let them stand with an adult or give a job to do e.g. hold equipment or count students. |
|
Find a partner / friend |
Set partner. Get the partner to go to the ASD child, so they donβt have to find them. (Be careful using the word βfriendβ as they may perceive they donβt have any.) |
|
Giving instructions to change activity |
Use visuals to support language. Use Signing (everyone uses different gesture or words to mean pack away, so sign βFINISHβ which is more universal). Use pictures to support language (Pics for PECS is a GREAT and reasonably priced visual system, see page 5). |
|
Sensory issues |
Movement, noise, touch, smell can all create sensory issues for students with ASD. Be aware of any sensory triggers, i.e. whistle to stop activity, bell to go inside, touch at line, or tote boxes/lockers, singing at assembly, food smells at eating time. See sensory books page 6 to understanding sensory and strategies. |
| Feeling out of control / wanting control | A schedule helps them see and understand what is going to happen next. Schedules also help people with ASD to organise themselves and to plan ahead. |
|
Sit on mat |
Have set spot. Use a sensory mat to sit on (see page 7). Let them sit in teacherβs chair or have a job to help the teacher. |
| Outside / inside Home / school | Often they are so involved in an activity they donβt want to leave it. This is where the importance of timers, clocks, and pre-warning is VITAL. Always tell them when they will get to return to preferred activities i.e. βWhen you eat lunch, then you canΒ Β Β Β Β Β β |
Enjoyed Learning Why Change Equals Behaviour? Try These Resources!
The Ultimate Guide to School and Home
| by Sue Larkey and Anna Tullemans | This book provides key strategies for all ages and stages. It offers over 500 practical strategies and timer savers for school and home from engaging disengaged students, what to do if you don’t have a teacher assistant to considerations for setting up a classroom for teachers; and from developing friends, to moving house and choosing a school for families. It is the ultimate guide for teachers, parents and all professionals supporting children with autism spectrum disorder, including Aspergers, ADD, ADHD, ODD and other developmental delays.
Content pages below.
$44.95
36 in stock
The Early Years: The Foundations For All Learning
| by Sue Larkey & Gay von Ess | This book is full of practical ideas to give children with an ASD and other developmental delays the KEYS to learning. Teaching to play, write, draw, imitate etc. Toilet training, community access, etc. To sit, ask for help, wait, play, attention to task, sign songs, etc. Great easy to photocopy programmes.
$39.95
38 in stock
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