Special Education » Instructional/Behavioral Strategies

Instructional/Behavioral Strategies

This page contains links to sites which provide strategies to manage transitions which can be used in the classroom and at home to maximize on-task behavior.  These strategies were developed to be used with students with Autism, but they work well with all students.
Many people need schedules only temporarily to learn certain sequences. Other routines will always need to be presented in a visual format. The do2learn site provides ideas on how to use schedules, story strips, and reciprocal communication cards to teach routines and facilitate transitions to maximize on-task behavior.
Visual scheduling is a systematic technique that enhances learning and communication for individuals with autism spectrum disorder (ASD). These types of visual support systems provide teachers and parents with the tools needed to help children reach development goals and achieve success in life.
Individuals with Autism Spectrum Disorder (ASD) sometimes have difficulties with sequential processing (i.e., learning the order of events).  The use of visual schedules can help the individual better understand expectations, thus reducing the likelihood of negative behaviors. A visual schedule is a line of pictures, objects, or words that represent each major transition during the day.
First-Then visual schedule application is designed for caregivers to provide positive behavior support. For individuals with communication needs, developmental delays, Autism or those who benefit from a structured environment; visual schedules serve to increase independence and lower anxiety during transitions through different activities.
Although Social Stories were first developed for use with children with Autism Spectrum Disorder (ASD), the approach has also been successful with children, adolescents, and adults with ASD and other social and communication delays and differences, as well as individuals developing normally.