When helping a student with an emotional impairment transition between tasks, what should the special educator do first?

Identifying specific behaviors expected of the student is an essential first step when helping a student with an emotional impairment transition between tasks. By establishing clear and concrete expectations, the special educator provides the student with a sense of direction and predictability, which can reduce anxiety and confusion often associated with transitions. This clarity supports the development of self-regulation skills and reinforces positive behaviors during the transition process.

It is important to clarify expectations prior to transitions because students with emotional impairments may struggle with changes in their environment or routine. By setting specific behavioral guidelines, the educator not only communicates what is expected but also helps the student prepare mentally for the transition. This strategy supports both the student’s emotional needs and their ability to navigate transitions successfully, promoting a smoother educational experience.