1. Planning Transitions to Prevent Challenging Behavior Pettigrew 2009

2. What are transitions? How to design transitions How to design supportive environments What you will learn

3. Inconsistent schedules and routines, unclear expectations - children don’t know what to do and are less likely to be independent Large group activities and transitions - most likely times for challenging behavior to occur Poorly designed physical environments mean teachers spend time “managing” rather than “interacting and teaching” Issues Related to Challenging Behavior

4. What typically happens first, second, third…? Do you like consistency or do you prefer that every day is different? How do you keep track of your schedule for tomorrow? three days from now? next Wednesday? What does a typical day for you look like?

5. They don’t know what to do They don’t want or need to transition to the next activity They don’t want to stop what they are doing Children are bored while they are waiting Transitions change from day to day The expectations of the transitions have not been taught Why might children Have difficulty with transitions?

6. How do I prepare children to move from one activity to another? Do I plan my schedule to include transition times and consider what the children and adults will do during these times? What activities can I do with the children so the time passes more quickly as they wait for the bus to come, for other children to finish using the bathroom etc.? How do I meet the individual needs of children who might need more support or different types of support during transitions? Do I have too many transitions between activities? Do children become frustrated at not having enough time to finish an activity? How do I help children become more independent across the year as they make transitions from one activity to another? Do I provide positive attention to the children following transitions that go smoothly? Questions you may ask??

7. Decrease the number of transitions Structuring transitions Providing support Three Strategies to Help Children With Classroom Transitions

8. Decrease the Number of Transitions Revise your schedule - are there any transitions that are unnecessary? Minimize the number of transitions during which all children move at the same time

9. Structure Transitions Identify the steps and expectations of the transition Prepare children for transitions by providing a warning Plan games, activities, songs for children who are waiting

10. How to provide warning 5 more minutes, 2 more minutes, 1 minute Count to 5 and then all done Count down from 5 and then all done Turn music on when it’s time to clean up, turn it off when the children should transition

11. More examples Songs http://www.preschoolrainbow.org/transition-rhymes.htm http://www.preschoolrainbow.org/transition-rhymes.htm Clean-up, clean-up Everybody everywhere. Clean-up, clean-up Everybody do your share. It's time to sit on the rug; It's time to sit on the rug. It's time to sit on the rug And clap your hands! I wiggle my fingers, I wiggle my toes, I wiggle my nose, I wiggle my shoulders, Now no more wiggles are left in me, So I will sit as still as can be. If you're wearing red today, Red today, red today, If you're wearing red today, Stand up and say "Hoo-ray!"

12. Transition with Visual

13. Transition cards - to and from classroom - “Take Home Depot to speech” - “Take Kroger to the board” Schedule pictures and gift cards on lanyard - can be interest specific - portable - adult wears the lanyard

14. Transition with Center Necklaces

15. Circle Time First-Then board with mini schedule

16. Another example

17. Transition with Choice

18. Visual Schedules

19. How could you provide a transition cue to this girl?

20. Questions?