Timelines, Evaluation and Follow-up

Transition is a complicated process that takes thought, planning and an extensive exchange of information. Appropriate planning takes time. The general procedures such as collecting records, a few phone calls, and a representative from the receiving school at the annual review are woefully inadequate for transitioning a student with ASD from level to level.

To be effective, the transition process should begin at least a year before the student changes programs. A transition goal and objectives should be part of the student’s IEP the academic year prior to the move. The goals should be based on the skills the student will need in order to participate in a transition and be successful at the next level. Such skills might include raising his hand to answer, taking turns or taking the bus. Activities that prepare and familiarize the student with the new school or program should occur over time. Strategies might include priming (click here to learn more about priming), social stories (click here to learn more about social stories), field trips, photographs and other visual supports.

Developing a timeline with dates, activities and the person or people responsible for implementing each task or component not only provides consistency and structure but only a means for monitoring progress. Because the transition process happens over time beginning with the development of the IEP for the current year and ending when the transition is successfully completed, evaluation should be ongoing. Once the transition is completed, the timeline of activities can be used to review the process, identify what worked and what didn’t, and determine whether objectives were met and to what degree. Looking back provides the hindsight useful in planning future transitions. A questionnaire or feedback sessions for participants might also provide guidance in determining follow-up activities.

Summary

Transition is difficult for students with ASD due to their prevalent deficits in executive functions, which make it difficult for these students to accept and adjust to changes. Planning for transition of ASD students should begin the year prior to the move from an elementary program to middle school. Transition is a process, not a single event. The goal of the transition process must be clearly identified, objectives developed and activities designed. Key participants include parents or caregivers, the student, and sending and receiving staff. The school as a community should be prepared to welcome a new member of their family. Student information must be gathered and shared in a user-friendly format. Program and participant needs and knowledge can guide the team in determining training needs. A timeline with dates, activities and the person or persons responsible for implementation at each step provides structure, a means for monitoring progress and a way to evaluate the transition process.

Transition planning and the process designed to transition an ASD student should be comprehensive, thoughtful, timely, user-friendly and never written in stone.