These difficulties may eventually hamper one’s independence and limit an individual’s ability to succeed in community settings. Some individuals with ASD may have difficulties associated with changes in routine or changes in environments, and may have a need for “sameness” and predictability (Mesibov et al., 2005). Similar requirements for transitions are found in the employment and home setting as well, as individuals move from one task to another, attend functions, and join others for meals and activities. Studies have indicated that up to 25% of a school day may be spent engaged in transition activities, such as moving from classroom to classroom, coming in from the playground, going to the cafeteria, putting personal items in designated locations like lockers or cubbies, and gathering needed materials to start working (Sainato, Strain, Lefebvre, & Rapp, 1987). Transitions are a large part of any school or work day, as we move to different activities or locations.
They are utilized across settings to support individuals with ASD. The strategies attempt to increase predictability for individuals on the autism spectrum and to create positive routines around transitions. The techniques can be used before a transition occurs, during a transition, and/or after a transition, and can be presented verbally, auditorily, or visually. Transition strategies are techniques used to support individuals with ASD during changes in or disruptions to activities, settings, or routines. Participate more successfully in school and community outings.Increase appropriate behavior during transitions.When transition strategies are used, individuals with ASD: A number of supports to assist individuals with ASD during transitions have been designed both to prepare individuals before the transition will occur and to support the individual during the transition. This may be due to a greater need for predictability (Flannery & Horner,1994), challenges in understanding what activity will be coming next (Mesibov, Shea, & Schopler, 2005), or difficulty when a pattern of behavior is disrupted. Individuals with autism spectrum disorders (ASD) may have greater difficulty in shifting attention from one task to another or in changes of routine. Whether at home, school, or in the workplace, transitions naturally occur frequently and require individuals to stop an activity, move from one location to another, and begin something new.
Comprehensive Programming for Students Across the Autism Spectrum Training SeriesĪll individuals must change from one activity to another and from one setting to another throughout the day.Schedules: Examples from TEACCH® Training.Structured Tasks: Examples from TEACCH® Training.Work Systems: Examples from TEACCH® Training.Indiana Autism Spectrum Disorder Needs Assessment.Diagnostic Criteria for Social (Pragmatic) Communication Disorder.Diagnostic Criteria for Autism Spectrum Disorder.Introducing Your Child to the Diagnosis of Autism.
0 kommentar(er)
