Resources

Reflection Questions

The Reflection Questions document can be downloaded at any time and used in a variety of ways. You can view it before starting your work so that you know which questions will be asked in the videos and/or on the webpages. You can also access it at the end of your work so that you can see all your responses to the questions. This tool can be helpful for documenting your learning and referring to later or for sharing it with others in group discussions or as demonstration of your online progress.

Discussion Questions

The Discussion Questions provided below can supplement and extend your individual learning and be used by facilitators or coaches to prompt meaningful discussions.

1. Why are transition strategies often a helpful intervention when working with individuals with ASD?

   Transition strategies can help provide predictability for individuals on the spectrum, as well as assist in increasing comprehension while reducing anxiety. These strategies allow an individual to "see" an upcoming transition or to prepare for the change of activity or location in some way.

2. What transitions have you noticed are particularly difficult for individuals on the spectrum you support?

   Answers will vary but may include transitions to non-preferred activities (such as academic work or chores,) transitions in and out of a location (out of the house, into a store,) and/or to new locations (like a field trip, doctor's office, or ball game).

3. How might an educator, parent, or employer incorporate transition strategies into the daily routines?

   Transition strategies can be incorporated into an individual's day in a variety of ways. Individuals may watch a short video in the morning of upcoming transitions, read a story about what to expect, or pay attention to timers (auditory or visual) to signal when an activity is completed. They may also use visual schedules that provide support at transitions or a finished box to place items before moving to the next location. A number of strategies in a variety of combinations may be used with any individual in any setting.

Activities on this page are provided at both the introductory and advanced level and can be copied and used within existing professional development or university coursework.

Introductory Activities

1. Create a Transition Strategy

   Create a transition strategy to use with an individual with ASD that you support. Discuss with your team when and how you will implement the strategy.

2. Design Another Transition Strategy

   Select one of the examples provided in this module that describe how a transition strategy was implemented for an individual with ASD. Design another transition strategy that would be beneficial for the individual to be used in combination with or instead of the described strategy. How would the strategy you select complement or replace the strategy described in the module?

Advanced Activities

1. Transition Strategies

   Think about an individual with ASD who has difficulty transitioning from one activity or location to another. What transition strategy(ies) would you select to use with the individual? Describe how you selected the strategy and why you think it would be effective. Explain how you will know if the transition strategy is a success.

2. Individualizing a Transition Strategy

   Describe how you could add further individualization to the transition strategy you created. How could a special interest or preference be incorporated into your design? For example, a picture of a favorite character from a television show is used as a transition cue for a young girl who enjoys watching that show on television.