Transition Planning - ABA to School

When it comes time for children to move from ABA to school, it is important to have a plan to help make the transition as smooth as possible for everyone involved. Each learner is different, so there is no “one size fits all” guide, but here are some considerations from the Indiana Resource Center for Autism 

• Curriculum — family members should list priority goals for their child based on skills that are functional and address present/future needs. Goals should be developed in collaboration with the school through the IEP process. 

• Behavior Support Plans - The school and ABA team should discuss what is realistic in a school setting and develop a plan based on what is known about working with the child.  

• Staffing Patterns — Staffing should be discussed during the child’s IEP since 1:1 support may not always be possible. Schools will look at a range of supports including peer groupings, visual supports, and staffing patterns. At school, the goal is to build support that allows the child to learn and promote independence.

• Transition Timing — Many BCBAs follow a transition process which includes transferring skills to the school environment. The initial phases may include ongoing support from an ABA provider in the school setting with a gradual reduction in support. 

• Final Considerations — It may be beneficial for school staff to visit the student with their ABA provider prior to entry into school. For some students, the transition may occur gradually, with the child only attending school a few hours at a time. For other students, they may do best at making the move to school all at once. 

Read the full article here! Also check out this related article that shares a “transition checklist” here.