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Supporting transitions away from preferred places

Cat Bradly

ABSTRACT: Transitioning away from preferred places and activities is a common barrier to learning for children with Autism Spectrum Disorder (ASD) (Sevin et al, 2015). The following case study focuses on a learner who frequently engages in high intensity behaviour that challenges when asked to transition away from highly preferred environments. This includes leaving school, a place the learner finds very motivating. This case study will outline the proactive
strategies and crisis management plan put in place to support the learner with leaving school at the end of the day. It will also highlight how multiple interventions are sometimes needed to support learners with autism to reduce their barriers to learning.

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