Principle #5 – Expectation

We all have things we don’t like to do. Sometimes it is okay to avoid these situations. For example, if a child strongly dislikes stringing beads, there may be another activity he could do instead to meet the same goal. However, there are many activities throughout the day that we cannot or should not avoid. If these happen to be disliked activities, they can cause problems during transitions.

Planning for a highly motivating activity to follow undesirable activity can increase the chances of cooperative participation. Telling a child she can play a game of Bingo after she cuts out her shapes, or allowing a student to read silently after completing five math problems are two examples. It is important to let the child know beforehand that he is expected to complete both the less desirable and the motivating activity (see Principle #1 - Preparation). Again, the use of visuals can make this more concrete for the child, and therefore more meaningful.

A student may need occasional reminders of the motivating activity during the less desirable one. Keeping his focus on the reward may help him stay on task through the duration of the less preferred activity.

Example: Matthew
Matthew is a preschooler who loves to play with dinosaurs. He does not enjoy cutting with scissors. During the school day, Matthew has time to do table work. This often includes completing two to three tasks. When one of these tasks is cutting, Matthew typically displays refusals.

Matthew's teacher has created a visual schedule to show him what he needs to do. Depending on the situation and the assigned task, an example might include a picture of scissors, a picture of a tracing activity, a picture of counting cards and a picture of the dinosaurs. The dinosaurs are placed at the end to motivate Matthew to complete the first three tasks. Having the visual schedule in front of him reminds Matthew of what is coming next. He knows that when these less desirable activities are finished, he will have some time to play with his preferred activity, the dinosaurs.

Example: Grace
Grace has difficulty stopping playtime and picking up her toys. When her mother gives her a signal that playtime is over, she often breaks down and throws a fit. Grace’s mother has discovered that scheduling a snack or a short video at the end of playtime helps Grace stop and transition more smoothly. During playtime, she gives Grace several reminders of the fun activity that will follow picking up her toys.

End of lecture. Select your next place from the Jump Pad.

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