Managing Transition Issues

Many students with Autism Spectrum Disorder (ASD) struggle with

transitioning from one activity to the next. Changes in routine often cause children

with ASD to throw tantrums, act out aggressively, or engage in self-injurious

behavior. Therefore, it is important for teachers to find strategies to assist these

students during daily transition times. One instructional practice that helps provide

predictability and decrease problem-behaviors during transition times is the use of

activity schedules.

According to Banda, Grimmett, and Hart (2009), activity schedules are visual

support systems that represent a student’s day in a sequential format. Visual

supports are particularly useful for students with ASD because visual input is

typically the preferred source of information for these students. It is important

when developing an activity schedule that the teacher collaborates with parents and

other staff members to identify the times and situations that tend to result in

negative behaviors. In other words, activity schedules should be designed for the

specific needs of each individual child.

When constructing an activity schedule, teachers should use simple and

straightforward pictures that clearly represent each activity. For example, an image

of art supplies could be used to represent art class, or a photograph of a bus could

be used to represent the end of the day/time to go home. Additionally, the images

and/or words used on the activity schedules should be compatible with the

cognitive abilities of the student. This is important in order for the student to be able

Furlong 1
to utilize this activity schedule (after having it explained to them) with little to no

guidance. When implemented correctly, the use of activity schedules can be very

effective in helping students with ASD transition through the many activities

presented to them in a general education classroom setting.

Furlong 2