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Managing Behaviour of Emotionally Dysregulated Children During Transitions
by Alison Ryan - Provisional Psychologist, BPsych (Honours) July, 2024 |
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Throughout each day, children make numerous transitions between activities and environments. Transitions are especially difficult for children when they are expected to move from a preferred activity, such as watching television, to a non-preferred activity, such as homework. Creating predictability in routines has been found to reduce disruptive behaviour. [1]
One strategy aimed at decreasing behaviours of concern during transitions is the use of visual activity schedules. Schedules allow for numerous tasks to be displayed in an easy-to-understand way. They provide children with predictability in their environment, reduce stress and anxiety during transitions, and promote independence [2], and they have been found to reduce time spent transitioning between activities [3]. Offering children choice between which task comes first and which comes later provides them with a sense of control. Non-preferred tasks may also be sandwiched between preferred tasks. Get creative and use your child’s favourite colours, Velcro and different textures to increase engagement and interest. Children benefit from knowing when they have completed a task, so celebrate completion with verbal praise, moving the task to a ‘completed’ zone, or small rewards. Consistency in utilising visual schedules is necessary in decreasing behaviours of concern and increasing desired behaviours.
One strategy aimed at decreasing behaviours of concern during transitions is the use of visual activity schedules. Schedules allow for numerous tasks to be displayed in an easy-to-understand way. They provide children with predictability in their environment, reduce stress and anxiety during transitions, and promote independence [2], and they have been found to reduce time spent transitioning between activities [3]. Offering children choice between which task comes first and which comes later provides them with a sense of control. Non-preferred tasks may also be sandwiched between preferred tasks. Get creative and use your child’s favourite colours, Velcro and different textures to increase engagement and interest. Children benefit from knowing when they have completed a task, so celebrate completion with verbal praise, moving the task to a ‘completed’ zone, or small rewards. Consistency in utilising visual schedules is necessary in decreasing behaviours of concern and increasing desired behaviours.
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The concept of time is abstract, and therefore verbal reminders can be difficult for children to understand (e.g., “you have a few minutes”)[4]. Implementing a visual timer can aid children in understanding expectations for when transitions will occur. Parents can use a timer (e.g., a kitchen timer) and set it within the child’s sight when preparing to transition between activities. Parents can sit with their child and remind them as the timer goes down (e.g., “You have three minutes until it’s time to do homework”, “You have two minutes left” etc.).
Transitions can be especially difficult for children with restrictive or repetitive behaviours and rigidity associated with change [5]. Determining the function for the behaviour of concern (i.e., uncertainty) is imperative in determining which strategies to trial [2].
Transitions can be especially difficult for children with restrictive or repetitive behaviours and rigidity associated with change [5]. Determining the function for the behaviour of concern (i.e., uncertainty) is imperative in determining which strategies to trial [2].
Reference list
Brewer AT, Strickland-Cohen K, Dotson W, Williams DC. Advance Notice for Transition-Related Problem Behavior: Practice Guidelines. Behav Anal Pract.v2014 Aug 19;7(2):117-25. doi: 10.1007/s40617-014-0014-3. PMID: 27540509; PMCID: PMC4711751. [2]
Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163–169. [3]
Hume. (2008). Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another. The Reporter 13(2), 6-10. [4]
Sevin, J.A., Rieske, R.D. & Matson, J.L. (2015). A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity. Rev J Autism Dev Disord 2, 329–342 https://doi.org/10.1007/s40489-015-0056-7 [5]
Spriggs, Amy D.; van Dijk, Wilhelmina; and Mims, Pamela J.. 2015. How to Implement Visual Activity Schedules for Students with Disabilities. DADD Online Journal: Research to Practice. Vol.2 21-34. http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/dec2_2015%20DOJ_2.pdf ISSN: 2377-3677 [1]
Brewer AT, Strickland-Cohen K, Dotson W, Williams DC. Advance Notice for Transition-Related Problem Behavior: Practice Guidelines. Behav Anal Pract.v2014 Aug 19;7(2):117-25. doi: 10.1007/s40617-014-0014-3. PMID: 27540509; PMCID: PMC4711751. [2]
Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163–169. [3]
Hume. (2008). Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another. The Reporter 13(2), 6-10. [4]
Sevin, J.A., Rieske, R.D. & Matson, J.L. (2015). A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity. Rev J Autism Dev Disord 2, 329–342 https://doi.org/10.1007/s40489-015-0056-7 [5]
Spriggs, Amy D.; van Dijk, Wilhelmina; and Mims, Pamela J.. 2015. How to Implement Visual Activity Schedules for Students with Disabilities. DADD Online Journal: Research to Practice. Vol.2 21-34. http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/dec2_2015%20DOJ_2.pdf ISSN: 2377-3677 [1]