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Principle #4 – Reassurance That the Activity Is
Not Gone Forever
Many children need to know when they can return
to an activity they are engaged in, especially when they don’t
want to leave. Sometimes oral prompts such as "You can play with
the Silly Putty™ again during free time after reading," or
"We can come back to the park next week" are enough to help
the child transition with ease.
The principle involved here is even more effective if
it is presented visually. For example, a picture of Silly Putty next
to a visual reminder of free time serves to remind the student that
he has other times to use the preferred toy. Or a daily calendar with
pictures can help the child understand what will happen later. Presenting
the information visually makes it more concrete for the child thereby
increasing the chances of a smooth transition.
Example: Daniel
Daniel, a fourth grader, often has difficulty with transitions. Specifically,
he has a hard time beginning, continuing and stopping activities. Activities
that Daniel enjoys include reading, computer, and talking about ancient
Egypt.
When the goal is for Daniel to complete a written language
assignment, the reassurance principle helps get him past the initial
refusal. Daniel knows that after he completes his assignment, he will
have time on the computer, or have extra time to read. A visual reassurance
can also be effective. Daniel might respond positively to a visual support
that contains a picture of the assignment followed by icons that represent
computer, reading, and Egypt. Daniel can select one of these activities
after his assignment is completed and the assignment icon is placed
in a finished box.
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