Beyond the Behavior Plan: Transitions
Hi there! How are you? It’s so nice to see you here!
Welcome to our series here at Coffee Mugs & Clipboards called “Beyond the Behavior Plan”
This series is going to take us beyond what those documents often describe and really tell us what those supports, interventions and replacement behaviors mean.
And as always “the why.”
Our discussion this week is all about transitions, and we’re going to be talking why they can be tricky, how to support your learner during transitions and ways to support your learner during the biggest upcoming transitions…the holidays.
If you’re curious about how often to support your learner as they navigate transitions, you’ve come to the right place!
What are transitions & why are they talked about so much?
Transitions are the time just before and directly after a change in events or activities.
These changes can be sudden or planned, presented gradually or without warning.
When working with our learners during transitions, whether planned or unplanned, our learners show us with their behavior how they feel and what they think about the transition.
Reasons transitions can be tricky
Let’s reframe our thinking for a second - what is like for you when you have to change what you’re doing?
Maybe you’re leaving a fun activity
Maybe you’re leaving a place you enjoy
What do you do?
As adults, we oftentimes have developed the skills we need to navigate those difficult moments where we don’t enjoy a change be it an activity, a place, a person, etc.
Our learners are developing those skills and in the process are presenting their position on that same change that you can navigate with a more functional response with a less functional response.
This can look like anything from yelling, crying, throwing items, pushing, hitting, kicking, or even running away from you.
So, what can we do to help with transitions?
As adults we are the facilitators of change in our home or environment. Sometimes this can make our learners feel out of control and unaware of what’s to come.
How do you respond when you have a meeting pop up on your calendar you forgot about or you get a phone call for an appointment you didn’t have in your calendar?
It can make you respond in a way that you might not typically. Maybe your frantically running around getting ready. Maybe you’re getting frustrated with obstacles that present themselves and you’re using language and words that aren’t kind.
Our learners feel this same way when they don’t know what to expect or a change occurs without warning.
Let’s build in predictability.
1) Proactively - Previewing before the transition
Before a transition is coming that you know can be difficult for your learner to navigate try this:
Talk to your learner (spoken words, written words, visuals, etc.) about what is coming. This can look like:
Spoken words: ”Wow, this (activity/event) is so fun. In (state time before transition) we will have to clean up and to go (activity/event). I will here to help you.”
Written words: Writing out the steps for the transition (while also providing spoken words to explain)
Visuals: Pointing to visual steps for the transition (while also providing spoken words to explain)
Keep language positive and your tone neutral.
Present the phrase and stay within close proximity
Determine a transition cue. For many of us if we can tell time, this is a clock. Our learners may also need:
A verbal cue (“It’s time to clean up”, “ (Activity/Event) is all done. Clean up for (next activity/event)” )
Use a clock
A countdown timer
A sound to signal the transition (a fun alarm sound, a song, etc.)
A visual (“All done”, “Change”, “Clean up”, etc)
Determine reinforcement: What will the learner have access to that is extremely motivating for completion of the transition?
Head over to our blog post from (____) on reinforcement if you want to know how to identify your learner’s reinforcers!
2) During - Supports for while the transition is happening
While the transition is occurring, stay within proximity of your learner to support them. This proximity can vary from learner to learner and can look like staying right next to them to staying in eyesight of them.
Present the appropriate transition cue.
As behaviors occur, ensure the learner and those around the learner are safe. Support the learner with accessing those replacement behaviors and skills they are working on.
Provide the learner a reminder on the boundaries with their behavior and keep the boundary clear. (Note: Reminders provided more than once can reinforce the behavior, so keep this in mind.)
This can look like
Acknowledging their position on the change: “I know this change is tough. It is ok to feel (emotion) but I will not let you (behavior). I am here with you.”
Provide prompting such as modeling what the learner needs to do without engaging in conversation about it.
Be careful not to fall into doing the transition for the learner.
Give continuous praise for participating in the transition. Be their hype man!
Remind the learner what they have to look forward to once the transition is completed (this is their highly preferred reinforcer!)
3) After - Ways to support after the transition occurred
Completing a transition that is difficult for a learner is an incredible feat! To go through the transition and use functional replacement behaviors is nothing short of amazing because the learner is understanding how to process and navigate moments that feel difficult and unpredictable.
When the transition is complete, provide the learner with the highly preferred item they were looking forward to after the transition.
Remind the learner that they are going to the next activity/event and continue on with the day.
If previewing needs to continue for your learner, continue to preview the next activity/event (visuals, spoken words, written words).
Keep boundaries clear for the learner with behavior.
Remember, sometimes less is more.
Transitions & the Holiday Season
The holiday season is so much fun but can be tricky for our learners to navigate be it
trying new food
being in a new environment
large groups of people
new scents (perfume, food cooking)
loud sounds (songs, a lot of talking)
a general lack of predictability in routine
Knowing what exactly is going to be most difficult for them can be instrumental in understanding how to support them.
Think back to past holiday celebrations - can you recall when your learner had a difficult moment? What part of the event may have lead your learner to experience difficulty?
Now is the time to plan ahead and be proactive to build in some predictability; even a little bit goes a long way!
You can provide your learner with a preview of what’s to come, identify strategies they can use while navigating the transition and a highly preferred reinforcer following the completion of the transition (this could be specific to the environment they’re going to such as playing with grandparent’s train set.)
I would love to support you and your family in crafting collaborative, sustainable behavior and academic supports at home through a free 15-minute Coffee Break to find out just what your cup needs.
Be sure to follow us this week on Instagram @coffeemugsandclipboards as we bring this weeks information to life!
I hope your week goes as smoothly as you wish and as always,
