To assist in better transitions for students with emotional impairments, a special educator should first do what?

Identifying specific expected behaviors in measurable terms is crucial for supporting students with emotional impairments during transitions. This approach provides clarity and structure, helping students understand what is expected of them in various situations. When students are aware of the specific behaviors that are anticipated, such as staying in line, moving to a new location without getting distracted, or using appropriate social interactions, they are better equipped to meet those expectations.

Clearly defining and measuring behaviors also enables educators to create targeted interventions that can address the unique challenges faced by these students. This understanding allows both the student and the educator to track progress and make necessary adjustments to support emotional regulation and social skills.

While implementing supports such as visual schedules, increasing teacher presence, or providing checklists can also aid transitions, these strategies are most effective when grounded in the clarity of expected behaviors. By first establishing a well-defined framework of actionable, measurable behaviors, the educator lays a strong foundation for implementing these additional strategies effectively.