Target Selection and Task Analysis:

In what contexts does the student need to display this skill, now and in the future?

The individual requires the skill of handling transitions in an efficient manner. This skill is unfortunately overlooked or ‘swept under the rug’ until the repeated problem starts to affect working relationships on the job over a period of months. Persistent delays in moving between tasks can become a remarkably serious problem in the workplace and post-secondary settings. Preemptively addressing the teaching of efficient transitions throughout the day requires close examination of all transitions to assure that you systematically approach generalization of the skill.

How can you break this skill down?

The way you break down the quick transition into teachable units will depend on the particular context and activities.  However, the general framework for building efficient transitions is as follows:

1. Identify or label the transition (attend to amount of time needed if relevant)
2. Assure that materials related to the previous task are properly stored (this refers to aspects of Organizing Around Space and Materials)
3. Move quickly and directly to the next activity, self-correcting to avoid or bypass potential distractions,
4. Begin next activity

Here is one very basic example of how you might break down the teaching of efficiently and independently transitioning from one classroom activity to the next activity.  This is the general sequence that you might practice over and over again with the student, to approximate more efficient transition behaviors, especially if the student has slower processing and receptive language deficits:

• Student stops working when instructor issues a directive to the class as a whole (“Ok, moving on…” “The next thing I want you to get out is…” “Let’s open your book to…” “Stop where you are…”).  This first step is challenging for some because it involves processing and responding to a directive that is issued to everyone, not directly to the student. Processing the direction is sometime complicated since it requires the generalization of a wide variety of directives, that all basically mean “listen to me, do this now.”
• Student places materials related to previous activity in a designated location – a particular folder, a binder, submits to teacher if required (see Organizing Space and Materials topic in conjunction with this step) within 15-30 seconds of directive.
• Student retrieves and orients to the materials for next activity within 30-60 seconds of directive.
• Student begins the activity. 

Here is an example of how you might break down the teaching of a self-initiated, efficient transition from one work area to the next:

• In a restaurant kitchen, student completes slicing of cucumbers for salad bar.
• Student completes ‘clean up’ steps related to task (Possibly on his instructions or to-do list) - stores produce, unplugs and wipes down slicer, wipes down counter, places utensils in sink, etc.).
• Student checks his work schedule to determine next task (self-correcting to avoid distractions).
• Student retrieves materials for next task.
• Student begins task.  

As you can see, transitioning requires consistent focused attention while holding the concept in your mind to finish one task in an organized manner and then move quickly to the next in an organized manner. The shift of attention from one detail to the next must occur while remembering the concept of “finish quickly and get started on what comes next.” That this skill is difficult for many should not be surprising.

What sub-skill should you target first for the student to use? Given what the student can do presently, how will you present the task so that the student can perform steps within his capacity while learning a new step? 

Organizing time around transitions requires careful assessment of the times that are problematic and the distractions that interfere with efficient transition. Look carefully at the student’s patterns of behavior in each transition in multiple environments.

Second, look at how you will design the space, materials and visual cues to support the student in more efficient transitions. Of course, you will need to use the intervention process and involve the student in priming, shaping, etc. However, the design of transition space and materials will be a key.

Since there are so many transitions in daily life, your goal here may be to work on transitions that will respond quickly to visual supports and environmental design elements. Again, your goal is helping the student to transition quickly and independently. Choose transitions that have a chance to be successful quickly (see Modeling and Practice).