Looking Ahead at Middle School

For most fifth-grade students transition from an elementary school program to a larger, more complex middle school environment is complicated and confusing at best. Add to this the difficulties students with ASD experience when even minor changes are made in their routine, and you may have a recipe for disaster. However, activities such as those described in this module can address and even eliminate difficulties. While an investigation or information gathering is important before any move is made, looking at what’s different and the same is also critical.

Human resources, technology and materials, staff training, analyzing environments, financial and physical resources, curriculum planning and support structures are all important considerations during transition planning. One area that perhaps deserves its own attention and analysis is “middle school expectations.” As a rule, many expectations are assumed. We assume the students are older and should “know better.” We assume, they can handle change with little explanation. We assume because they had a different teacher for art, music and physical education in grade 5, that two or three more teachers shouldn’t be a big deal. And we assume that new language and labels will be picked up easily. We even assume that a cognitively able student with ASD will need less explanation and support.

Middle school students are expected to engage in many activities and routines independently. While similar, the majority of these activities have little or no resemblance to the procedures they are used to in elementary school. Although they may have eaten in a cafeteria, the room itself, the process and the procedures during lunch at a middle school are most likely very different. For students with ASD learning the routines, procedures, transitions throughout the day, and the different expectations from teacher to teacher is frightening and anxiety-ridden. To avoid confusion and alleviate anxiety, it is important during transition planning to identify those expectations and plan for them.

Common expectations that can be addressed ahead of time include:

• Entering the building, locating a locker and finding the classroom
• Opening the locker using a combination
• Placing backpack, coat, etc., in locker and preparing for the day
• Going to homeroom and listening to announcements
• Changing classes, teachers and materials
• Dealing with scheduling changes or breaks in routine
• Following a new lunch procedure
• Possibly rotating classes on a daily basis
• Following a schedule
• Having flex periods
• Dealing with time changes
• Home base
• Fire drills
• Study period

Expectations and differences in routines can be identified in several ways. Once identified, most of them can be taught and practiced and opportunities for generalization can be provided. Peer buddies can be identified and training provided for on-site assistance. Also, many support structures can be designed to help students with ASD deal with situations. Support structures are prompts or tools used to help clarify appropriate responses, alleviate anxiety, and clearly define expectations. Examples of support structures include: schedules, rules, social narratives, games, contracts, motivators, choice, “prepping,” scripts, timers, visual supports and videotapes.Each of the situations described above and many more deserve the attention of staff and parents when planning for a successful transition. The unknown frightens and frustrates our students. The ongoing communication and coordination during the transition process before students begin their middle school program is essential to their comfort level and ultimate success.