Key Transition Support Strategies

Use Clear Verbal Prompts
  • Speak in a calm, consistent voice.
  • Give advanced notice: “In two minutes, we’ll be cleaning up.”
  • Always speak at the student's level and in front of them when possible.
  • Use simple and consistent language (e.g., “Clean up time,” “Story time next”).
Incorporate Auditory Signals
  • Use transition songs, jingles, or chimes for consistency and predictability.
    • Example: a short cleanup song, hello/goodbye song, or “time to line up” tune.
  • Pair songs with actions to reinforce routines over time.
Encourage Active Participation
  • Let students help pass out materials or lead a cleanup routine.
  • Offer choices when possible (e.g., “Do you want to carry your tray or hold my hand?”).
  • This promotes autonomy and builds confidence.
Initiate With a Personal Identifier
  • Say your name and gently tap the student’s chair or tray before touching them.
  • Example: “Hi, Ms. Jen here. I’m going to help you stand up now.”
Label the Transition
  • Name what’s coming next in one or two clear words: “Lunch,” “Music class,” “Outside time.”
  • For nonverbal students, pair spoken words with object symbols, tactile cues, or real items (e.g., a spoon for lunch, a music shaker for music).
Support Orientation and Anticipation
  • Provide transition alerts before touching, lifting, or guiding a student: “I’m going to help you turn your chair now.”
If the student has a hearing impairment, use haptic cues (e.g., two taps on the shoulder or tray).​

Learning Opportunities Through Transitions

Transitions aren’t just in-between moments; they’re valuable times for:
  • Auditory development: Stop and listen to sounds, “What do you hear? Is that the fan or someone walking?”
  • Concept building: Reinforce spatial or positional concepts like up/down, near/far, front/back, soft/hard, long/short.
  • Following directions: Practice one- and two-step instructions: “Put your toy in the bin and sit on your mat.”
  • Language development: Sing, tell short rhymes, or ask riddles: “If I say ‘in,’ you say…?”

Moving Safely

Exploration and movement are essential, but so is safety. Finding the right balance is key:
  • Narrate the environment with vivid, rich language: “The floor is slippery here; listen for your feet on the tile.”
  • Avoid overprotection. While it's important to prevent injury, small bumps and missteps are natural learning opportunities.
  • Use protective techniques to block hard surfaces: Place your hand or arm between the student and the object while allowing them to experience consequences (e.g., running into a doorframe after missing a trailing cue).
  • Be especially vigilant in elevated or crowded areas like bleachers or stairs.

Scaffolding for Varied Needs

Students’ needs and abilities vary widely. Use multi-leveled, developmentally appropriate activities and consider:
  • Offering adaptations for visual access (e.g., high-contrast objects, real-life materials, tactile symbols)
  • Allowing extra time for transitions for students who need to mentally or physically prepare
  • Modeling routines repeatedly until students gain confidence and predictability
  • Using real materials to make experiences more meaningful, especially for older students who may find traditional manipulatives too juvenile
Many transition-friendly strategies designed for students with visual impairments will benefit all learners in your classroom.

Alternative Communication Printables

The following printable resources are available as PDF downloads on the Alternative Communication Printables page. Check each printable page regularly, as resources are being added regularly! 
Active Learning Environments Quick Reference
Preview of Active Learning Environments Quick Reference
Anticipation Schedules
Preview of Anticipation Schedules
Dynamic Learning Circle
Preview of Dynamic Learning Circle
Functional Skills Curriculum Handout
Preview of Functional Skills Curriculum Handout
Intentional Movement Handout
Preview of Intentional Movement Handout
Interactive Lap Mats
Preview of Interactive Lap Mats
Interactive Object Boards
Preview of Interactive Object Boards
Using Routines to Support Complex Needs
Preview of Using Routines to Support Complex Needs

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