1. 'Transition Times Don't Have to be Tricky
'Transition Times Don't Have to be Tricky!' – Positive Behaviour Supports for Effective Transitions
Rachel Carr

2. Overview Up to 25% of the day is spent in transition Arriving
Between activities
Between environments
Morning Tea, Lunch and toilet breaks
Home time
Children address underlying or unmet needs through their behaviour

3. Sound familiar?
Sam is sitting with a group doing a literacy activity. The teacher asks the group to pack the activity away and get ready for morning tea. Sam goes and gets a book from the shelf and sits down to read.
Josh enjoys playing with his friends at lunch time. When the bell goes and he is asked to come back to class, he sits on the ground and refuses to move or talk.
Jess is playing her favourite app on the iPad. When the teacher announces that it is time to clean up and sit on the carpet for group time, Jess becomes very upset. When the teacher comes near her, Michelle starts screaming and saying that she is not finished playing. If other children come close she hits them.
Josh – Not enough warning time
Unsure of what is happening next
Sam – Unclear expectations
Haven’t learnt steps involved/procedure
Equipment/environment creates barriers
Jess - Not enough warning time
Missed signal to start transition
Current activity is preferred
Next activity is not preferred

4. Not enough warning time
Visual memory is a strength
Visual Timers
Turn abstract concept into concrete
Sand timers
Time timer clock and app
Provide at start of activity to show total time spent on activity OR
Provide at ‘warning’ time
Visual Learning- research about processing and memory

5. Missed signal to start transition
Consistency is key
Teach – ‘when you hear signal you should…’
Ensure communication between staff so that everyone working with a child uses the same signal
Provide a visual support to back up. Eg. Symbol card showing ‘pack up’ or ‘stop’
Visual Learning- research about processing and memory

6. Current activity is preferred
Reassure student they will get to do the activity again
Use a visual schedule to show the next opportunity
Use preferred activity as a (timed) reward – First-Then chart
Visual Learning- research about processing and memory

7. Next activity is not preferred
Provide motivation for completing/participating in non-preferred activity
First-Then chart (non-preferred then reward)
Visual schedule
Low-tech or iPad
Reward chart
Visual Learning- research about processing and memory

8. Unclear expectations ‘We can’t expect kids to be mind readers’
Have we defined what we want the transition to look like?
Provide explicit instructions – verbal prompts and visual supports
Visual Learning- research about processing and memory

9. Haven’t learnt steps involved
Break down the transition process into simple steps
Identify new skills that need to be taught
Peer-buddy
Social story
Visual procedure
Low-tech or iPad
Visual Learning- research about processing and memory

10. Equipment/environment creates barriers
Identify tools/resources needed for transition
Consider visual labels
Modify environment – eg. can containers be moved to lower shelves
Visual Learning- research about processing and memory

11. The keys to smooth transitions…
Consistency
Explicit instructions
Accessible environment and equipment
Plan for transitions the same way you plan activities
Visual Learning- research about processing and memory

12. THANK YOU! Illume Learning also provide:
School-Based, Skype or Phone Consultancy Sessions
In-School Professional Development
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