Frequently Asked Questions

Q: Why is transition difficult for children with ASD?

A: Transitions are difficult for many children with ASD because deficits in executive functions make dealing with any change, including transitions, especially difficult. Their lack of organization, planning, and application of skills results in increased anxiety, tantrums and aggressive behaviors. Adults need to compensate for these deficits by designing a process that prepare the student for a transition as an active participant in the process.

Q: Is a 3 to 5 year-old too young to actively participate in a transition process?

A: No. Children with ASD are extremely sensitive to change. The more they are prepared for all aspects of a new environment, adults, peers, schedule, routine, etc., the less stress and anxiety the change will create. Visits, Social Stories, visual supports, practice and familiarity with skills needed in the new environment are all activities young children can take part in to help them prepare for a change in programming.

Q: Who should take part in the transition process?

A: Everyone. All adults and children who are important to the child’s education should participate in the transition process; however, roles and the degree of participation will vary. Key players include the child, family or caregivers and staff in both the sending and receiving schools.

Q: What should a transition plan include?

A: An effective plan should be well thought out and include goals, objectives and activities. In addition, key participants should be identified with clearly defined responsibilities.

Q: How long should a transition process take?

A: An effective transition process should begin the year before the actual transition will take place. Time is needed to identify key participants, plan, collect and share information and prepare the student, parents and staff.