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Many children with executive
dysfunction (EDF), Asperger's Disorder, or
Obsessive-Compulsive Disorder (OCD) have difficulty
making transitions. If the child is having
difficulty due to an anxiety-related compulsive
behavior, the following strategy may not work, but
for many children, simply providing direct
instruction on how to make a transition will
improve things tremendously.
As a parent, you can teach
transition skills just as you would teach other
skills. This article describes one way to teach
transition skills, based on the "Say, Show, Check"
approach to teaching skills. To prepare for the
lesson, make up a sign (like the one below). You
will also need a timing device (like a stopwatch),
a pen, and a piece of paper to record progress. Set
aside about 20 minutes to do this activity,
although you may not need that much time. The
directions are given for sitting at the kitchen
table, but you can adapt them to whatever works
best for you and your child.
Note: if your child is too
young to use the word "transition," substitute
another word or phrase, such as,"switch jobs," and
use that phrase in the sign and your
lesson.
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How
to Make Transitions
1. Move
quickly.
2. Put away what
you were doing and get what you need for
the next activity.
3. Move your
chair quietly
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Point to the sign and tell
your child that you are going to teach him/her how
to make transitions.
Define transition time as
"the time it takes to change what you are doing."
Ask your child to repeat the definition to you. If
your child provides the correct definition, say,
"Right! Transition time is the time it takes to
change what you are doing." If your child does not
give the right definition, calmly repeat it and
then ask again.
State that it is important
for transitions to be both quick and quiet. Ask
your child to repeat to you the two things that
transitions should be. If your child provides the
correct answer, say, "Right! Transitions should be
quick and quiet." If your child does not give the
correct answer, calmly repeat that transitions
should be quick and quiet and then ask your child
to tell you the two things.
Tell your child that you are
going to teach him/her how to make quick and quiet
transitions.
Go over each of the rules on
your sign, reading it aloud, and then checking for
comprehension on each one. Then have your child
repeat the three rules.
Model (demonstrate)
different types of quick and quiet transitions and
ask your child to comment on what you are
demonstrating in terms of the three rules.
Demonstrate changing from one activity to another
while seated at the kitchen table (e.g., put away
one set of papers and take out another set). Ask
your child to comment on how you moved quickly, put
away what you were doing and got ready for the next
activity, and didn't move your chair noisily.
Then demonstrate changing
from one activity to another activity that involves
you getting up from the table. For each transition
demonstration, begin the demonstration by signaling
it: "It's transition time. I need to get ready for
________. I will need ________." For example: "It's
transition time. I need to get ready to do my math
homework. I will need my math book, a pencil, and
my notebook."
Have your child practice
transitions while you monitor and provide
positive feedback. Be sure to signal
transitions by saying, "It is transition time. Get
ready for _______. You will need ______."
To make it more fun for your
child, you can keep track of the time and post it
on a chart to show your child his or her progress
in making quick and quiet transitions.
To help speed up transitions,
you can add in a "Beat the Buzzer" incentive, using
a kitchen timer and a variety of rewards for quick
transitions.
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