The Autism & Low-Incidence Coaching Team: transitions

Do you have students who are struggling to follow a group or individual schedule in the classroom? Do you feel like you need to provide verbal prompts to every student during every transition? We have found that Location-Based Schedules can be a great way to build student independence and understanding during transitions. Today's Super Star Schedules highlights how this effective support can be implemented in a variety of ways to best meet the specific needs of your students and classroom.

Comprehensive Location-Based Schedules

Many teams will implement a comprehensive, full-day location-based schedule for each student. When using this type of schedule, icons are used to symbolize every activity for the student's entire school day. Then, corresponding matching signs are hung in their designated location for students's to match the icon during that scheduled time.

Rose Jepson

Northridge Elementary, Northridge

Julia Spencer

Fairborn Primary, Fairborn

Amanda McCormick
Driscoll Elementary, Centerville

Jessica Hartman
Northmoor Elementary, Northmont

Jolene Allen
Saville Elementary, Mad River

More information on setting up a comprehensive location-based schedule can be found in our previous post:

5 Step Implementation of a Location-Based Visual Schedule

Although these are the most common and most comprehensive type of location-based schedule, we find that some teams struggle to implement them with fidelity because they are so cumbersome to create and follow each day. We have found some great starting points for teams who want to start small:

Location-Based Schedules for Transitioning Within the Classroom

Other teams have found that transitioning outside of the classroom is not an issue because everyone is going together and the activity always happens in the same location (i.e. lunch is always in the cafeteria and PE is always in the gym). However, students may struggle with transitions within the classroom because activities can vary at different locations (i.e. sometimes they do math as a whole group at the carpet and other times they do math 1:1 at their desk and other times they work on math independently at the structured work station). In these instances, we will recommend implementing a location-based schedule within the classroom and at times it may only be during certain times of day such as centers.

We love these examples with colored shapes.

Dariann Hatton
Valley Forge Elementary, Huber Heights

Makenzie Harris
Primary Village South, Centerville

Deanna Hicks
East Elementary, Eaton

Some more ideas using colors:

Rylie Jarrett
Stevenson Elementary, Mad River

Jenny Vogt
Schnell Elementary, West Carrollton

Julia Spencer
Fairborn Primary, Fairborn

And some great whole group examples! Each student's name/picture is on the board under the icon with the corresponding icon at the center.

Rose Jepson
Northridge Elementary, Northridge

Debi Gnau
Mad River ECC, Mad River

We have also seen some great success with teams labeling areas of the classroom with special interest icons. This can be great for young or emergent students who struggle to connect with basic schedule icons.

Genevieve Harvey
West Carrollton ECC, West Carrollton

Jodi Schweikardt
Kiser Elementary, Dayton

Beth Patterson
Clark Shawnee Elementary, Clark Shawnee

Riley Cruse
Brookville Elementary, Brookville

Katie Wyckoff
Primary Village South, Centerville

Location-Based Schedule for Transitioning Outside of the Classroom

For some teams, students transition well within the classroom, but they struggle when it is time to navigate transitions throughout the rest of the school building such as when it is time to go to specials, lunch, the restroom, or related service therapy times. For these students, they may not need a comprehensive schedule but rather just icons to help with these major transitions.

Taylor Anglin
Louise Troy Elementary, Dayton

Katie Mlod

Mad River ECC, Mad River

Lauren Dickey
Indian Riffle Elementary, Kettering

Cookson Elementary, Troy

Cassandra Hebauf
Northmoor Elementary, Northmont

Our team coaches in six different counties and over 40 different districts. This means we see A LOT of students in a school year. And it also means we have identified several common concerns across a variety of classrooms and ages. In today's Around Town Round Up we have gathered a variety of examples of visual supports from our districts to address some of the most common classroom concerns we see.

Classroom Concern #1: Work Completion

Many of our students struggle with work completion. They may struggle with the executive skills to initate or they may struggle with motivation. Use visual supports to clearly communicate what work needs to be done and provide reminders. Additionally, for some students it can be helpful to also include reinforcement at the end of work times. This incentive should also be visually communicated.

Priming for Writing Activity
Jen Everett
Springcreek Primary, Piqua

Priming for Daily Topic Focus and Assignment Due Dates
Suzie Weber
Miami East Junior High

Computer Desktop Organizational Cues
Ashley Schibler
Fairmont High School, Kettering

Visual Contract To Do List
Sheyanne Olson
East Elementary, Eaton

Structured Work System
Heidi Horner
Nevin Coppock Elementary, Miami County ESC

Want to learn more about this supports? Check out our previous post:

Structured Work Systems

Reinforcement Systems

Classroom Concern #2: Managing Preferred Tasks

Having a predictable routine for earning preferred tasks using visuals like the ones above can be a great way to help students know when they will receive preferred tasks and can help to manage tangibly-motivated behaviors. Sometimes, additional visuals are needed to clearly communicate what free time tasks are allowed and when they are no longer an option.

iPad visual

Choice Time Options and Non-Options Visual
Catherine Anderson
Rushmore Elementary, Huber Heights

Website Rules
Bobbi Jo Chapman
Snyder Park Elementary, Springfield

Choice Time Area Physical Boundary with Stop Sign Visual
Rylie Jarrett
Stevenson Elementary, Mad River

Waiting Choices
Rylie Jarrett
Stevenson Elementary, Mad River

Want to learn more about this supports? Check out our previous post:

Play and Leisure

Classroom Concern #3: Turn-Taking

Waiting can be hard! Especially when you are really engaged in a certain activity or you always want to go first. When visuals are used to establish a routine for turn-taking this is often easier for students to cope with because it is predictable and they can see when they will get to participate in that preferred task. It can also be helpful in priming students who need ample warning before being called on.

Morning Calendar Turns
Sarah Janosik
Tipp High School, Miami County ESC

Turn Taking Sticks

Wait Visual Cue
Genevieve Harvey
Harry Russell Elementary, West Carrollton

Want to learn more about this supports? Check out our previous post:

Waiting and Taking Turns

Waiting

Classroom Concern #4: Voice Volume

Modulating voice volume can be an abstract concept and sometimes students have limited awareness of their own volume. Use visuals and role-playing to make the concept of modulating voice volume more concrete.

Cat Special Interest Voice Volume Meter
Sarah Vikan
Harry Russell Elementary, West Carrollton

Voice and Phone Levels
Thurgood Marshall High School, Dayton

Voice Volume Scale
Mary Schuler
Baker Middle School, Fairborn

PAX Voices with Visuals
Taylor Ruef
Stevenson Elementary, Mad River

Voice Volume Visuals with Lights
Kelsey Keen
Tri-Village Elementary

Voice Scale Visual
Jackie Vollmer
Driscoll Elementary, Centerville

Want to learn more about this supports? Check out our previous post:

Teaching Voice Volume

Classroom Concern #5: Downtime

Downtime is not our friend! When students aren't actively engaged throughout the day it can make transitioning back to work challenging. Also, too much downtime can increase anxiety when students worry about what is coming next and can make it hard to filter out sensory stimuli which can lead to overwhelm. This doesn't mean students have to be working on academic tasks all day every day! But it does mean that careful planning should be done to determine what students can do during ragged class times.

Anchor Activity Choice Board
Robin Koronich
Learning Center West, Montgomery County ESC

Individual All Finished Choice Bin
Rylie Jarrett
Stevenson Elementary, Mad River

Under Construction Zone for Unfinsihed Work
Heather Balkcom
Springcreek Primary, Piqua

All Finished Choice Bin

Want to learn more about this supports? Check out our previous post:

Anchor Activities

Classroom Concern #6: Group Work

Group time can be extremely successful for our students! There is a lot of sensory, academic, social, and communication demands that are involved. Priming students for what the expectations will be with visuals can make the time more manageable so they are not overwhelmed.

Science Experiment Group Roles
Janie Dale
Northwood Elementary, Northmont

Want to learn more about this supports? Check out our previous post:

Participating in Group

Encouraging Group Participation

Classroom Concern #7: Responding to Questions

Sometimes our students with more limited receptive communication struggle to know what a question is asking. And if they have limited expressive communication, word retrieval can be anxiety-producing. This may result in students not responding, providing a response that is off-topic, or even can lead to work refusal. Use visuals such as picture supports and/or multiple-choice options to help students know how to respond. This reduces stress and keeps positive momentum during work times.

Wh-Question Flipbook

Multiple Choice Visuals
Cynthia Resch
Learning Center West, Montgomery County ESC

Want to learn more about this supports? Check out our previous post:

Answering Questions

Respond to Others

Classroom Concern #8: Social-Emotional Regulation

When a referral is made to our team, chances are this is one of the biggest concerns. Our team strongly believes that the behaviors that can be seen stem from a student's skill deficits. They may need to be directly taught what expected behaviors are, how to control impulses, or social skills. Visual supports to teach these skills, role-playing to provide opportunities for practice, and visuals to prime and prompt students are essential.

Contingency Maps
Mandy Schetter
Northmoor Elementary, Northmont

Roblox Special Interest Behavior Chart
Allie Clements
Schnell Elementary, West Carrollton

Individualized Behavior Chart Visual
Haley Urschel
Perrin Woods Elementary, Springfield

Good Mistakes PoP Card

Want to learn more about this supports? Check out our previous post:

Behavior Posts

Sensational Social Skills

Classroom Concern #9: Transitions

Some students struggle with shifting gears to transition from one activity or location to the next. Or they may struggle with doing this independently. Visual supports can help with a variety of transition-related skills including knowing when a transition will happen and where they are expected to be.

Visual Countdown
Jennifer McGowan
Smith Middle School, Vandalia

Large Group Visual Countdown
Rylie Jarrett
Stevenson Elementary, Mad River

Line Up Visual Cues
Rylie Jarrett
Stevenson Elementary, Mad River

Location-Based Schedules
Rylie Jarrett
Stevenson Elementary, Mad River

Want to learn more about this supports? Check out our previous post:

Schedules

Transitions

Classroom Concern #10: Changes

Once schedules and routines are established, a new challenge can sometimes arise when things change. Sometimes our students get very anxious due to a "fear of the unknown" when a change happens which may look like rigidity or even explosive behaviors. Support students during these difficult times but using visuals to prime students when a change will occur.