Flexibility/Difficulty Transitioning

Instructional Strategies

  • Develop a personalized cue with the student to alert him/her to an upcoming transition.
  • Signal a transition for all students with the same cue each time. Be wary of flicking lights or clapping as some students may associate these with traumatic experiences.
  • Provide the student with time to settle in to the classroom or to prepare for exiting the classroom.
  • Give the student choices where possible and be clear when things are not negotiable.
  • Establish clear and consistent routines and procedures for transitioning within the classroom.
  • Let the student know that an activity will be ending a few minutes prior.
  • Utilize a structured check in-check out (CICO) procedure (see link to google drive with resources at bottom of video)

Scaffolds

  • Have the student transition one minute before the rest of the class to allow for more time and fewer distractions.

Additional Resources

Focus Area/Sample SMART Goal/Sample Tier 2 Intervention Plan:

Focus Area

Sample SMART Goal

Sample Tier 2 Intervention Plan

Flexibility

Student will improve in his ability to change activities without demonstrating disruptive or refusal behaviors from 65% of the time to 80% of the time by April 2020.

  1. Teach student to recognize signs and feelings of inflexibility, as well as situations that typically provoke inflexibility
  2. Teach the student coping strategies
  3. Identify a cue to use when student needs to use the strategy
  4. Model, practice, provide feedback, and generalize to real settings

Return to Social-Emotional/Behavioral/Executive Skills Resources