What is it?
Preparing for transitions and changes means providing information and supports that help learners understand when something is ending, what will happen next, or how an upcoming experience may differ from what they expect. Supports might include visual schedules, timers, countdowns, previews, calendars, photos, social narratives, or opportunities to visit and explore a new environment ahead of time.
How to use it?
Provide information about upcoming transitions early enough for it to be useful and in a format the learner can understand. Preview what will stay the same, what will be different, when the change will occur, and what options or supports will be available. For everyday transitions, use consistent cues such as visual schedules, timers, or advance warnings. For larger or unfamiliar changes, provide additional opportunities to ask questions, see the environment, practice parts of the experience, or revisit information as needed.
Why use it?
Transitions require learners to shift attention, stop one activity, process new expectations, and adapt to changes in people, environments, or routines. Making transitions more predictable can reduce uncertainty and cognitive demands while supporting understanding, regulation, and participation. Preparing learners for change also gives them meaningful access to information about what affects them rather than expecting them to adjust without adequate preparation.
