Learning Activity 4

The module concentrates on students with Autism Spectrum Disorder (ASD); more specifically on the aspect to do with “Transitioning between Activities”. The module commences with an introduction that highlights the problems that are usually encountered by students with ASD as they try to transition from one activity to another in different environmental set-ups. The aspect usually affects them more when they are doing something for the first time or when they are subjected to environments that do not seem familiar. Transitioning from one activity to another is more of a necessity for students since they cannot be involved with a single activity for an entire day. This aspect shows its importance for any student.

Among the reasons that make it difficult for students with ASD to transition between activities is the difficulty that is associated with pattern changes for particular behaviors. The students might also find it difficult to transition due to the greater need that they possess for predictability. The module has gone on to indicate that this is not something that people should worry a lot about since there are various support systems that can be used to help overcome these transitioning problems. The transition strategies are meant to help students with ASD to participate successfully in school and community outings, showcase the expected behavior when transitioning, spend minimum time while transitioning and have reduced reliance on adult prompting.

There is a highlight of transitional strategies in both visual and auditory primary modality cues. Students with ASD increase their level of independence through independent completion of tasks by use of visual cues or other supports that are likely to foster this aspect. This is because aspects such as frustration and anxiety are minimized while they are undertaking these tasks since it becomes easier to learn.

Visual support provides strategies such as visual timer, priming, visual schedules, transition cards, finished boxes and visual countdown. Visual timer accords people with ASD the opportunity to fathom the time that is remaining for a particular activity before the transition to the next activity accrues. Priming, on the other hand, makes it possible to have a preview of an upcoming activity to make it more predictable. With regards to transition cards, there is a need for people with ASD to view the schedule in order to derive information regarding the activity that follows. A visual countdown on its part functions more like the visual timer.

Auditory strategies include high probability requests and verbal or auditory cues. Verbal cues are more about the issuance of verbal warning when there is an upcoming transition. A high probability request on its part entails a directive or question where the target party is expected to follow or respond to appropriately.

The module is helpful for anyone with the interest of gaining knowledge on matters to do with transitioning between activities. After reading the module, an individual can comprehend more issues compared to how they were initially. Before reading the module, I had a score of 7 out of 10 in the pre-test. However, this changed after reading the module since the post-test score was 10 out of 10. This shows that the module helps to add knowledge on the concept of transitioning between activities for students with ASD.

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