Many children with special needs have difficulty with transitions.
Transitions can be as small as going from play time to dinner time
or a significant transition like going to a non-preferred place
such as the dentist. Children who have sensory integration difficulties
as well as poor spatial orientation and organization tend to have
a more difficult time with transitions than other children. Establishing
a routine can make a child feel more comfortable with transitions
and give them an understanding of what is expected at these times.
The following are some suggestions of how to ease transitions:
*Provide a visual schedule (pictures of the daily routine in sequence).
As the transition time approaches, refer back to the schedule. For
example, you can tell your child, “It’s almost time for…”
*Make transitions part of the routine. Teach the child to clean
up or put away the materials from the previous activity and then
get the materials for the new one. Those two responsibilities give
them an opportunity to mentally shift.
*Oral-motor activities can help to improve focus, concentration
and can calm he nervous system. For example, sucking on a piece
of hard candy, chewing gum, blowing bubbles with theratubing, or
chewing on a brainpower.
*Heavy work activities during transitions can assist to increase
internal organization. The child could carry something with weight
to the next activity acting as a “helper”, pulling or
pushing a wagon or cart with items for activity, or wearing wrist
and/or ankle weights.
*Establish consistent routines within the home environment. Whenever
possible, do not rush through the transitions.
*Tapping into the imagination can turn anxious or hard transitions
into fun. The following activities are appropriate for approximate
developmental ages 2-5 years old, with children who have developed
imaginative or imitative skills. This type of transition activity
may be stressful for children who have developed more rigid or concrete
patterns with transitions.
*Have your child hold your hands behind you to “hop on the
train… all aboard!” Then make train sounds to get to the
desired place.
*Sing “The Wheels On the Bus” and pretend to get on
a bus to “drive” to the desired place.
*Pretend to be an animal. Pick an animal to represent and crawl,
slither, hop, or prowl with the corresponding animal sound. This
activity is not only fun, but when a child is moving like an animal,
the movements provide great proprioceptive input (information to
the muscles and joints) which can be organizing for a child.
*Write the names of favorite songs or nursery rhymes on popsicle
sticks and store them in a cup. Your child can pick the song to
sing while getting started transitioning to the next activity. Being
able to choose one aspect of a transition can give a sense of control
to a child, thus making a transition easier.
*Guess how many steps or hops it will take to get to the desired
location. Then count while taking steps with a normal stride, “giant”
steps, or “baby” steps.
*The following is a list of materials parents and professionals
have used to make transitions easier. The parent still controls
the situation, but the child has the idea that they maintain some
sort of control.
* Dice: The child is given a die (one that goes up three only
is ideal!)
and asked to roll it. The number he/she gets can be the number of
minutes left to play a game or do an activity or the number of turns
they have left in a game for example. The die gives them a sense
of “control” as they are doing the shaking and rolling!
If you are out in public and need a way to help them transition,
a die is easy to keep in your pocket or purse.
* Hourglass timer: This is another way to set limits for a game
or activity. There is a visual component with this type of timer
so the child is aware of how much time is left and they can watch
the sand drain to the other end. This type of timer allows the timer
to be “the one” to tell the child when time is up and
not the parent! The child can flip the timer to begin the time (giving
them some control). This type of timer is also made small enough
to carry in your pocket out into the community (when you are at
the park, McDonald’s Play Land etc…).
* Egg Timer: This type of timer allows the parent to set the time,
and the child is able to listen for the “ding” and know
it’s time to be done with and activity.
* Wrist Watch: A wrist watch with an alarm is a good way to prepare
an older child for when an activity is over or when it’s time to
go home. The alarm can be set 10 or 5 minutes before the end of
the activity and when it goes off, a verbal reminder that they have
“just a few minutes left” before it’s “time to clean
up” or “go home” is another way to help prepare a
child for change.
* The child’s age: Use the child’s age to help set limits and/or
transition. “You’re 5 years old, so you have 5 more minutes
(or 5 more turns) before it’s time to clean up.”