Classroom Accommodation (Part 2): Transitions
- Lari Kharkongor
- Sep 21
- 3 min read
Research shows that up to 25% of a school day is spent in transitions—moving between activities, classes, or settings. For many students with autism, these moments are especially challenging. Shifting attention, handling uncertainty, and facing changes in routine can all trigger stress.
Why does this happen?
Sometimes it’s linked to monotropic thinking (deep focus on one activity), anxiety around a particular subject (like reading or writing), or overwhelm from unstructured times (like recess). Other times, it’s about a need for control (avoidance or attention) —wanting to keep playing with Legos rather than move on or to trigger a reaction from you— it can also be the pressure of expectations.
It's reasonable to expect slow or even inconsistent progress. However, if a child continues to struggle after months and months of consistent routines with little improvement, that’s when it’s important to consider other support. It may signal an underlying need that requires a school psychologist’s help. It very well could be that it's a learned behaviour or something more serious. To the child’s nervous system, a simple transition can feel as scary as being swallowed by a worm hole. Recognising this difference matters.
Pre-Transition Strategies
For many students, transitioning is a skill that needs to be taught and practiced. These strategies can help:
Give 5-, 2-, or 1-minute verbal/visual warnings.
Use social stories that prepare students for changes.
Provide visual timers so time feels predictable.
Clearly explain what comes next (“First math, then recess”).
Avoid power struggles—stay calm, remove distractions, and use simple phrases like “all done” or “first/then.”
For some children, keep transitions low-key. A short sensory break - wiggle break or blowing few bubbles can calm the nervous system before the next activity. Yes, it may “cost” three minutes of instruction, but it’s a worthwhile investment.
Priming Techniques
Use consistent signals (bell, song, or chime).
One of my favourites is a simple transition song: “Clean up, clean up, everybody everywhere. Clean up, clean up, everybody do your share.”
Practice transitions during calm times, not just in the moment.
Set and model clear expectations.
Provide transition objects or cards when helpful.
Transition Supports
Be explicit and consistent when guiding transitions
Follow consistent routines for lining up, turning in work, or moving between spaces/ activities.
Use “finished trays” to signal completion.
Give clear start/stop signals.
Praise students who are meeting expectations.
A Thought to Ponder
Even with the best strategies, there will be days when a student struggles to transition. And that’s okay. The goal isn’t perfection—it’s progress. Sometimes you’ll need to modify expectations rather than force compliance.
Here are a few examples from my own classroom:
A student who ran out during literacy was allowed to sit in the calm corner—yet he still shouted answers, showing engagement in his own way.
Another refused to join morning meeting with his homeroom class, so I sat with him at the door until he was ready to go in.
A third resisted music class, so we started by sitting outside the door. Over time, he chose to step in and participate.
The takeaway? What doesn’t make sense to us often makes perfect sense to the child. Empathy, flexibility, and patience are your most powerful tools. Success isn’t always about the big wins—it’s about helping each student feel safe, supported, and capable of moving forward.
If this post was helpful, I’ve put together a one-page cheat sheet you can use as a quick reference.
Reference
Image from Freepik
Autism Parenting Magazine. (2025, January 21). 8 effective behavior management strategies for children with autism. Autism Parenting Magazine. https://www.autismparentingmagazine.com/autism-behavior-management-strategies/
Banda, D. R., & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43, 324–333.
Crosland, K., & Dunlap, G. (2012). Effective strategies for the inclusion of children with autism in general education classrooms. Behavior Modification, 36(3), 251-269.
Flannery, K. B., & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4(2), 157-176.
Gray, C. (2000). The new social story book. Future Horizons.
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