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This module describes how adaptations that help children understand what is expected during the daily schedule, transitions and routines may increase participation and independence. Adapting routines, schedules and transitions can benefit all young children, regardless of their needs or abilities. Participants will also understand individual supports that may be used to help individual children understand what happens throughout the day, how to sequence, and expectations for various routines. Individual visual supports can encourage access, participation, and engagement.

Estimated Time to Complete: 1 1/2 hours

Learning Objectives:

  • Describe the importance of supporting transitions, schedules, and routines for all children
  • Describe visual supports for transitions
  • Describe visual supports for schedules
  • Identify supports to help teach routines and expectations
  • Apply individual supports for schedules and transitions
  • Apply individual supports to teach routines and expectations

Author and Presenter:

Philippa Campbell, Ph.D. is an Occupational Therapist who was formerly Professor, Occupational Therapy Department, Jefferson College of Rehabilitation Sciences and currently serves as a collaborator within the Center for Outcomes and Measurement. She is self-employed and provides consultation and contract services to a number of states, colleges, universities, and public health corporations with an emphasis on inclusion, early intervention for high need infants, toddlers, and preschoolers, and family-centered intervention approaches. Over a more than 30-year career, Dr. Campbell has conducted numerous studies and published articles and books related to teaching (e.g., coaching) families, participation and inclusion of children in home, school, and community settings, and use of adaptation and assistive technology interventions with a special emphasis on children with significant and complex needs.

This module has received the Ohio Approved (OA) designation.