Transitioning from one activity or place to another can be tough for anybody, especially when it involves transitioning from a preferred activity or place to a less preferred activity or place. For kids with sensory processing differences, this shift can be an extremely difficult challenge, resulting in a tantrum or meltdown. Something seemingly simple, such as getting socks and shoes on to get in the car, can end up taking much more time than expected, which means spending less time sharing in the meaningful and productive activity you’re aiming to get to.
There are many reasons that transitioning can be difficult—the obvious being the current fun that’s being put to a halt and the uncertainty for what’s to come. However, transitioning also means the introduction of a whole array of new sensations (sights, sounds, smells, textures, and movements) that will need to be processed. For someone with sensory processing differences, this requires a lot of work and can cause discomfort. On top of this, making sense of the new activity or environment and engaging in it – which involves constantly coming up with ideas for what to do and how to do it, making decisions, coordinating their bodies to execute these actions, and adjusting as needed (motor planning)—all things that are probably habitual and automatic for you – can be extremely overwhelming and tricky for your sensory kids.
So what can you do? How can you help to ease the transition process?
Make it playful!
Play is the main occupation of children and something they engage in because they WANT to, not because they HAVE to. When engaged in play, kids are in their most stress-free state, feel a sense of control and safety, and are much more likely to demonstrate positive, productive behaviors and continued participation. Turning transitions into something playful can help to make it something kids want to and willingly engage in rather than something they have to engage in.
Here are some playful tips and tricks we’ve used and have had success with that may work for you as well:
Make it fun
Moving on from one activity or place to another is rarely “fun”—it usually consists of cleaning up, getting socks and shoes on, getting into the car, etc. However, if you can turn it into a game, it can make all the difference for your kids. Some fun ideas our therapists have used to engage and motivate our kids when it’s time to transition are listed below. Here are a few ideas that could match well with your child’s Social Emotional Personality™, but also try to follow their lead and interests and see where the play may take you!
To learn more about Sensory Emotional Personalities and which one best matches your child, see Our Model.
- Unaware yet Deep Thinker: This Sensory Emotional Personality™ really benefits from big sensory experiences! Have a race with your child to see who can put their socks, shoes, and jacket on the fastest, or make it a competition to see who can pick up the most toys the fastest.
- Confused yet Full of Wonder: Children with this Sensory Emotional Personality™ can feel confused and move in ways that mismatch what is expected. They can also be full of wonder—wondering how things fit together and how to best accomplish a task. Work together to form a human train where you link hands with your child(ren) and chug along out to the car. You can even make stops along the way if needed (i.e., to grab keys, put on jackets, and turn out the lights).
- Scattered yet Intentional and Passionate: Children with this Sensory Emotional Personality™ style benefit from the use of an intentional and clear plan. Pretend you’re going on an outer space adventure—the first thing you need to do is put your space boots (shoes) and space suit (jacket) on, and then you’re ready to go.
- Anxious yet Deeply Feeling: These kids get easily overwhelmed by the sensations around them and activities to participate in. YOU can be their “safe space.” Go for an airplane or sleigh ride—pretend you’re the airplane or sleigh and have your child jump on your back for an exciting ride.
- Needy yet Compassionate: Kids with this Sensory Emotional Personality™ tend to feel weak and need more help than others. They light up and feel strong and brave when they get the opportunity to be a helper. Give them a “special job” during the transition time, such as grabbing the keys, turning off the lights, or carrying a grocery bag. This gives them a sense of control and responsibility and can help them refocus their attention away from the discomfort/frustration they might be feeling. Plus, if it involves lifting/carrying, it can provide them with proprioceptive or tactile input that can have a calming effect! You can also ask your child to “magically” put their shoes on – close your eyes and count to 10, and once you open your eyes, their shoes will magically appear on their feet!
Here are some reminders of other strategies that support easier transitions:
Validate their feelings
Having patience and showing compassion can help your child feel understood. Using phrases like, “I know it’s tricky leaving OT; you were having such a fun time on the zipline!” tells your child they have a right to feel the frustration they are feeling and can help them to process those feelings and cope. Helping your child to feel seen and heard in these difficult times can strengthen your relationship with them which goes a long way! This approach often helps to de-escalate further challenging behaviors and, over time, strengthens your child’s ability to identify and cope with their feelings.
Make it predictable
Discussing your plans ahead of time can be helpful, giving your kid a fair idea of what’s to come to avoid abrupt transitions that can cause frustration and discomfort. Tools like an activity chart can help make this easier for your child to process, as it provides an organized visual that they can refer back to as the day moves on. Have your child check off each activity on the list as you move through them to give them control and help them better understand the “completion” of one thing and the “beginning” of the next. Using “first, then” terminology can be a helpful way to discuss/organize your day’s activities with your child.
Providing verbal “warnings” throughout each activity can also be helpful reminders for your child. Rather than being surprised when they are asked to stop the activity they’re engaging in or told it’s time to leave, giving them a 10 or 5-minute “warning” can allow them the time and control to wrap up what they are doing so they don’t feel unsettled or that they were unable to complete what they had started.
Sometimes, verbal warnings don’t do the trick. Just like with the activity chart, providing something visual can help make this concept more concrete, organized, and understandable for your child. A visual timer can be helpful in this aspect, as your kid can actually see the time passing by and better grasp the concept that they have “x” amount of time to finish up what they are doing before it is time to move on to the next thing.
Make it routine
Ending each activity or leaving each place, in the same manner, every time can be another helpful tool for smoother transitions. Building a consistent transition routine – such as ending each activity with the same “clean up” song or playing the same “goodbye” song each time you leave one place to head to the next—can help to calmly cue your kid that it is time to transition.
Similarly, pairing an action consistent with transitioning—such as allowing your child to pick one toy to bring—can be a helpful cue that is also comforting to your kid. This prompt, when carried out consistently, can not only act as a cue that it’s time to transition but also allows your kid to make their own choice AND allows them to bring something familiar and comforting with them to the next activity or place that may be unfamiliar and uncomfortable.
Remember, everyone is unique—there is no “one size fits all” approach, as everyone reacts and responds differently. It may take some trial and error to find out what sticks and what does not when it comes to your unique, amazing sensory kid!
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Founder and Creator of the Sensory Emotional Engagement Model
Michele Parkins, MS, OTR, is an Occupational Therapist specializing in working with children and families with Sensory Processing and Integration Disorders and challenges in social-emotional development. She is also a parent of two sensory kids. She works and lives sensational kids! Michele is a fellow of Dr. Lucy Jane Miller, OTR, and Sensory Treatment and Research Institute faculty.
Michele is passionate about working with families and other therapists and continues to do so as a clinician and educator. She educates therapists from all over the country and world and continues to provide consultation to schools on treatment for sensory processing disorder. Michele has co-authored a chapter in the 3rd edition of Sensory Integration: Theory and Practice, the textbook for sensory evaluation and treatment, alongside world-renowned pioneers in the field, and is currently writing a book to help support parents and families to understand better the impact of SPD on family dynamics and relationships and the day to day demands of life with sensory processing differences. Follow her on Facebook for updates and tips!
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