Back-to-School ABA Tips...Making Transitions Less “Ahhh!” and More “Ah-ha!
- Hannah Sides
- 1 day ago
- 5 min read

Summer break is a time for beach days, barbecues, and maybe a little bending of the bedtime rules. For families and educators supporting individuals with Autism Spectrum Disorder or other developmental, behavioral, or emotional challenges, the three months can be a juggling act: therapy appointments, family outings, travel, and somehow keeping a routine.

And just when it seems like you have found a rhythm that works? August arrives, and it is time to shift gears for Back-to-School.
Think of Applied Behavior Analysis as a toolbox full of research-backed strategies that help make transitions smoother, reduce stress, and set kids up for success — both in the classroom and at home.
Transitions & Routines
You know that feeling when you’re mid–Netflix binge and someone turns the TV off without warning? Kids feel the same when a favorite activity suddenly ends — except their “season finale reaction” might look like meltdowns, running off, or refusing to move.
When supporting children on the autism spectrum, a consistent daily routine is key. Predictable, organized environments promote success both in the classroom and at home.

Prep for Transitions Before They Happen
Transitions from a highly preferred to a less preferred activity, can trigger problem behaviors.
When these happen daily, it can feel exhausting, but you are not alone.
The Strategy: Give them a heads-up. Use words, pictures, timers — whatever makes sense for them — to signal what’s ending and what’s next.
For example, “Two more minutes of play, then circle time.”
Advance notice can be most effective when:
The transition is unpredictable (e.g., timing or next activity is unclear)
The child understands the cue provided
Problem behavior is not reinforced by escaping or delaying the transition

Pro Tip: If the real issue is not wanting to give up the fun thing, try pairing that warning with something neutral (or even fun) before the less-preferred task.

Use Visual Schedules for Predictability
Visual schedules are like Google Calendar for kids — but with way more stickers. Pictures, icons, or written lists can help kids know what’s coming next, build independence, and reduce anxiety.
At school, post the day’s schedule where it’s easy to see.
At home, try a morning or bedtime routine chart.
They work best when easy to access, consistently used, and paired with instruction on how to follow them.
Visual schedules can:
Reduce transition-related problem behavior (Banda & Grimmett, 2008)
Promote independence by decreasing the need for teacher prompts (Dettmer et al., 2000)
Improve on-task behavior for some students in inclusive classrooms (Ashburner et al., 2018)
Pro Tip: Keep the format simple, review it with the learner, and let them check off or move items as activities finish to increase engagement and ownership.
Bonus points if kids can check things off themselves — that little bit of control can be a game-changer.

Offer Real Choices
Want fewer battles? Give more (real) choices. This could be:
During transitions: Let the child pick the order of two upcoming activities (e.g., “Math first or reading first?”).
Within routines: Provide options for materials (“Do you want the blue marker or the green one?”) or location (“At the table or on the carpet?”).
For reinforcement: Allow choice between different break activities, snacks, or rewards after work is completed.

The key is to offer genuine, limited options. Too many choices can be overwhelming, while fake choices (“Do you want to clean up now or later?”) can backfire.

Pro Tip: Consistently honoring a learner’s choices builds trust and increases buy-in for less preferred tasks. Over time, you may notice fewer challenging behaviors during transitions simply because the learner feels more in control.
Building Skills & Cooperation
It is just as important for children to build the skills they need to succeed with daily instructional tasks, whether that is homework, classwork, or other school routines.

Teach Communication Early
If kids can’t ask for what they need, they often show us through behavior — and not always in ways we’d like. Functional Communication Training (FCT) is all about teaching learners to replace challenging behavior with a more appropriate request, such as asking for help, requesting a break, or asking for a preferred item (Tiger, Hanley, & Bruzek, 2008).
From the very first days of school, teaching a simple, functional request can prevent problem behavior before it starts. FCT works by:

Classroom example: Instead of ripping up a worksheet → hand the teacher a “break card.”
At Home example: Instead of yelling when it’s time to get dressed → say, “Help, please.”

Pro Tip: Keep the replacement request simple, easy to remember, and more efficient than the problem behavior. If the new skill takes longer or is harder to perform, the learner may revert to the old behavior. Reinforce these requests every single time at first so the new habit sticks.

Start With Easy Wins
Ever start your to-do list with something you’ve already done, just so you can check it off? (Same.) Kids feel that rush too.
Begin with 2–3 quick, doable tasks before tackling something harder.
At school → two easy math problems, then the tough one.
At home → choose tomorrow’s snack, put a sticker on the homework folder, then pack the backpack.

Pro Tip: Use tasks your child can complete right away, ones that are easy, fun, or familiar. Give requests in quick succession, without long pauses, to keep momentum going. Then follow with the less-preferred task and provide reinforcement when it is completed. It builds momentum and makes the “hard stuff” feel less like a mountain.
Wrapping It Up!

The start of a new school year brings fresh opportunities, but it can also present challenges for students, families, and educators, especially when change disrupts established routines. A little preparation, predictability, and choice go a long way. By blending consistent routines, visual supports, clear communication, and small wins, you create an environment where kids — and adults — feel more in control and less stressed.
Small, steady steps now can mean a smoother, happier start to the school year for everyone. And who doesn’t want that?
References
Ashburner, J., Bobir, N., van Dooren, K., & Lennox, N. (2018). Enhancing the participation of children with autism in school: A review of school-based interventions. Research in Autism Spectrum Disorders, 48, 13– 33. https://doi.org/10.1016/j.rasd.2018.01.001
Banda, D. R., & Grimmett, E. D. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43(3), 324–333. https://www.jstor.org/stable/24241969
Billingsley, B., Brownell, M., Bettini, E., & Jones, N. (2022). Organizing instruction and routines to support learning. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, & T. J. Lewis (Eds.), High leverage practices for inclusive classrooms (2nd ed., pp. 105–117). Routledge. https://doi.org/10.4324/9781003148609-12
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. https://doi.org/10.1177/108835760001500307
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