Navigating Unexpected Transitions for Neurodivergent Learners & Families
Hi there! How are you? It’s so nice to see you here!
Our topic this quarter gets us ready for the rise of spring and the start of summer fun in my neck of the woods. If you’re in the part of the world where the seasons are changing spring to summer, or if you’re in a season of life where you’re getting ready for a trip, preparing for upcoming changes and transitions - this is for you.
May - Unexpected Transitions
This month, our focus is on transitions, specifically unexpected transitions and how we can be prepared to support our learners in these moments.
When the unexpected pops up….
If there's one thing I know, life likes to have us constantly pivoting. (Anyone else think of the FRIENDS episode where Ross was yelling “PIVOT” while carrying the couch up the stairs with Rachel and Chandler?) Unexpected events pop up all. the. time. All the time like:
Someone is sick in your family and you need to cancel your entire day
A weather event causes plans to change
Time runs out and you’re late getting to your location
You forgot an item and need to turn around and go back home….
The list goes on and on.
The unexpected will inevitably pop up.
So what do you do? You prepare by having tools in your transition tool box that you know helps set you and your learner up for success.
Create your transition toolbox
Much like building a structure or working on a project, you wouldn’t start without the necessary tools. The same rules apply for you in this situation. You want to have a “toolbox” filled with strategies and go-to items that provide your learner with support when things pop up. Items in this tool box can be:
Self regulation strategies (pictures, breathing techniques, etc.)
Sensory tools (items of varying textures, sounds or size, music, etc.)
Visuals (pictures or words) to describe the transition steps (e.g. first/then visuals, mini schedules, power card, etc.)
Preferred items
Choice boards
A way for your learner to communicate (if using an AAC or PECS have it with you)
Consistency with the way we respond and re-create the routine for next steps
You may also lean into the level of support your learner needs using the appropriate prompt level.
Transitions big, transitions small.. what happens now?
Maybe it’s just me but man those unexpected transitions can feel big, much bigger sometimes than what they actually are. In my house we use the term “let’s make lemonade out of lemons” and it makes my kids laugh. It's a small signal that lets them know something popped up that's unexpected and we’re going to make the best of it. Knowing the tools I need and the steps I can take help those “lemonade” moments not so “sour”
They say “don’t sweat the small stuff” but oh my can you learn just how much you can sweat when theres a big change and your learner just isn’t having it.
3 Steps to support your learner in the moment
I like to be prepared, sometimes overprepared. Call me crazy, but I’d rather have what I need and not need it than need something and not have it. Let’s look at 3 steps you can use in the moment when navigating and supporting. your learner during unexpected transitions.
Step 1: Calmly enter the start and “pivot” in this unexpected transition
How we approach the change means a lot. Are we pacing and mumbling to ourselves? Did we scream? Did we throw what we had in our hand or slam our fist on the table?
If you need a moment to pivot with the change yourself, give yourself a chance to re-regulate yourself before helping your learner navigate the unexpected. I promise, you’ll both respond to the unexpected change easier this way.
Step 2: State to your learner what will happen next (in a way they respond best to)
I say state because this isn’t the time to get into a long description for why (unless your learner needs a rationale and responds best to the explanation, then go for it!)
Give your learner the steps in order of what needs to happen next (pictures or words)
Reduce the amount of words you use. Less is more in this situation. More language can often be too overstimulating when someone is thrown off and trying to adjust to the unexpected
Be clear in your description and reassure you’re learner you’ll be navigating it together
Step 3: Provide tools and regulation strategies from your transition toolbox
The unexpected can often bring up a variety of emotions causing the learner to become dysregulated. Keep in mind, when we’re dysregulated, all of the ways we know to respond can be right out the window!
What tools and strategies do you have prepared ahead if something unexpected pops up?
Offer space and time (if possible) to navigate the change safely
Provide clear boundaries within the transition for what is coming next
Offer choice (as appropriate) within the parameters of the transition to give some sense of control within a time that can feel out of control.
A transition happened… now what?
How did it go? How are you doing?
Now is the time to reflect.
Honestly answer those questions: How did it go? How are you doing?
If it went smoothly and you had everything you could need (& then some) awesome!
If things were sticky and clunky and felt messy, it’s time to revisit where things went wrong and what to change for the next time.
If you’re wondering what to do and want to collaborate on sustainable strategies to support your learner at home and beyond, let’s chat over a coffee break t and build something for your learner, together!
Make sure you’re following along on Instagram @coffeemugsandclipboards as we bring this quarter’s content to life!
