RUNNING HEAD: INTERVENTION PROJECT 2
Social Story: Transitioning Classes
1. I will walk to my next class when the bell rings.
2. I will follow my visual schedule.
3. I will pay attention to my visual timer. It is there to
help me.
4. I know there will be others talking in the hallway.
5. I know it might will be loud.
6. I will quickly walk to class.
RUNNING HEAD: INTERVENTION PROJECT 3
7. I will be able to walk in class and take a seat.
8. I will get started on my bell ringer (beginning work).
9. If I need a second to gather myself, I know I am able
to compose myself before starting my work.
10. I know I will have to move again. I need to prepare
myself.
Schedule
8:00-8:50 Reading/ELA
RUNNING HEAD: INTERVENTION PROJECT 4
Transition time (8:50 to 8:55)
8:55-9:45
Specials
Transition time to class (9:45 to 9:50)
9:50-10:30
Math
No transition time (moving classes)
10:30-11:15
Science/Social Studies
Transition time (11:15-11:20)
11:20-11:50
Lunch
Transition time (11:50-11:55)
11:50-12:00 Bathroom
12:00-12:30
Recess
Transition time (12:30-12:35)
12:35-1:30 LEXIA/IXL (ILT)
1:30-2:00
Social/Emotional Time/Pack Up
Transition time (1:45-2:05)
Transition from Class
RUNNING HEAD: INTERVENTION PROJECT 5
Typically developing children transition from classes comes easy and thoughtless.
Transition time comes harder for students with ASD.As mentioned in a Psychology Today
article, “With autism, the difficulty with making transitions is not intentional. Instead, the child
struggles with making the cognitive adjustments necessary to move on. As a consequence,
transitions in autism are often plagued=with=stress,=anxiety, and frustration (Lynch, 2019).”
Students with ASD like to have their schedule set and likes to leave very little. Transition
between classes and lunch is hard for these students. They require preparation to let them know
what is happening.
Social stories or comic book style pictures can be a way for children or adults with ASD
can develop social understanding. Social stories are an excellent way to deliver an expected
behavior or upcoming change. As mentioned in the article, “Social Stories are individualized
short stories used to assist children with ASD in understanding social situations by describing
and explaining appropriate behavior and providing examples of appropriate responses. Gray and
Garand [2] introduced the concept of Social Stories to decrease problem behavior in children
with autism. Social Stories can be used to help children understand that other people have
perspectives that may differ from their own, and that others have information that is helpful to
them (Wright & Mccathren, 2012).”
I chose to write a social story on preparing students for transition from class to class. This
is a social skill that all of my students can benefit from at school. My students struggles with
transition time and leaving preferred activities. This social story will give them the steps to, not
only to prepare, but be able to know what is expected of them and understanding how to
transition. The visual schedule and social story allows them to understand and know what is
fixing to happen before it happens, with no surprises pertaining to change of classes.
RUNNING HEAD: INTERVENTION PROJECT 6
I chose to schedule this social story for the periods of the day, lunch, and afternoon. This
keeps the steps fresh in their mind, and prepared to transition. The students require a timer set
and reminder timers of transition times. The teacher will present the social story at school in the
mornings.
Other Strategies and Interventions
Video Modeling
Teachers and therapists can offer video models for students who have a tough time
transitioning. As mentioned in an article focusing on video modeling, “Video modeling
interventions involve a child watching videotapes of positive examples of adults, peers, or him-
or herself engaging in a behavior that is being taught. The term video modeling is used broadly
in the present study to encompass interventions that use the self as model (video self-modeling)
and interventions that use another as model (e.g., peer or adult). Videotapes are individualized
for the student and may be created for a wide array of skills (e.g., social, communication,
functional) and in a variety of settings (e.g., home, school, community) (Delano, 2007).” Video
modeling is another intervention that can be used to help students with transitioning from class
or activity.
Behavior Modeling
Behavior modeling can be an effective method to promote desired outcome and allow the
students to see how to transition. Behavior modeling can be used by teachers, parents and even
students. Teachers can model the desired behavior of transitioning or have several students in
class model the desired behavior. As mentioned in the article, “On the basis of the concept of
modeling self-confidence in learning proposed by Bandura (1969), researchers have begun to
evaluate the practical application of self-modeling and peer modeling (Chu & Baker, 2015).”
RUNNING HEAD: INTERVENTION PROJECT 7
Modeling the behavior that the students need to perform is another option to help students learn
to transition smoothly.
Social Group Therapy
Another strategy teachers can use is offering social group therapy. Students can benefit
from each other and see how others relate in transitioning and other social issues. As mentioned
in an article discussing social group, “Group CBT provides the additional benefits increases in
specific skills and the minimization of dropout. Moreover, group settings facilitate social
interaction and sharing experiences with others, which reduces social isolation (Furuhashi,
2017).” Social group is an excellent way for all students to learn a new skills and be able to relate
to others.
Conclusion
In conclusion, there are several methods and strategies teachers and parents can use in
and out of the classroom to a student’s transition skills. Social stories are helpful to build
knowledge of positive behavior. Social stories can be added with other strategies such as video
modeling, behavior modeling and social group therapy can help students learn desired behaviors.
References
RUNNING HEAD: INTERVENTION PROJECT 8
Chu, S., & Baker, S. (2015). The Effects of Video Self-Modeling on High School Students With
Emotional and Behavioral Disturbances. Preventing School Failure: Alternative Education
for Children and Youth, 59(4), 207-216. doi:10.1080/1045988x.2014.903465
Delano, M. E. (2007). Video Modeling Interventions for Individuals with Autism. Remedial and
Special Education, 28(1), 33-42. doi:10.1177/07419325070280010401
Furuhashi, Y. (2017). Group Therapy for Japanese University Students with Autism Spectrum
Disorder. Psychology, 08(05), 771-780. doi:10.4236/psych.2017.85049
Lynch, C. (2019, December 03). Smoother Transitions for Children on the Autism Spectrum.
Retrieved August 12, 2020, from https://www.psychologytoday.com/us/blog/autism-and-
anxiety/201912/smoother-transitions-children-the-autism-spectrum
Wright, L. A., & Mccathren, R. B. (2012). Utilizing Social Stories to Increase Prosocial
Behavior and Reduce Problem Behavior in Young Children with Autism. Child
Development Research, 2012, 1-13. doi:10.1155/2012/357291
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