Principle #3 – Reminders

Children benefit from knowing about the changes that are about to happen. Some need to know where they are going and what they will be doing. A reminder can be used to tell students a series of events. For example, a verbal explanation would be, "It’s time to go to the lunchroom, and then we’ll have recess." The length of time involved may also be important.

Visual schedules and/or auditory reminders, like timers, assist students with remembering that the activity is going to change. These strategies offer support to students in transitions between activities or settings.

Consider the following example: Amelia is better able to change classes if she follows a visual schedule. Then she knows that math comes first, then reading, followed by recess. Amelia also needs to know that recess lasts for 15 minutes. She can watch the timer on her desk to find out how much time is left.

Example: Zachary
Zachary is an eight-year-old who tantrums when it is time to leave the computer. His mother begins the computer session by letting Zachary know that he has 20 minutes on the computer. As time passes, his mother reminds Zachary, "In 10 minutes, it will be time to shut down the computer." She might even use a phrase set to a familiar tune, like "In 10 minutes, you’ll be done, you’ll be done, you’ll be done" set to the tune of "London Bridge."

The use of a timer might also help Zachary stop the activity. Mom might also use the principle of reassurance (Principle #4) to let Zachary know that he can return to the computer at a later time. Finally, she could pair the "shut down" time with an activity that Zachary likes, such as taking a walk.

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