A fourth-grade student with an intellectual disability has difficulty transitioning between activities. Which strategy is most likely to help the student have a smooth, independent transition?

• A. Providing the student with a visual schedule of activities
• B. Allowing the student to switch activities at a self-determined pace
• C. Pairing the student with a peer buddy to follow when switching activities
• D. Keeping track of the student's behavioral difficulties when completing activities

Answer: (A)

Providing a visual schedule of activities gives the student a clear, concrete plan for what comes next and how long each step should take. For a student with intellectual disability, this reduces the cognitive load of figuring out what to do during a transition and helps them anticipate the next activity, gather materials, and move on with minimal prompting. The predictability supports independence and consistency across settings.

Other options don’t address the transition cue as directly. Letting the student switch at their own pace can lead to unpredictable timing and may disrupt routines. Pairing with a peer buddy offers social support but doesn’t provide explicit, independent transition cues. Keeping track of behavioral difficulties focuses on assessment rather than giving the student a tool to navigate transitions smoothly.