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Ensure that the break is separate from what they are working on

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Practicing transitions, visual timers, schedule posted

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Scaffolded writing with sentence stems where the words in the sentence are gradually released to the student. Start with one word to finish the sentence, then two, then three, etc.. Move on to doing that for paragraphs as well.

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Scaffolded writing with sentence stems where the words in the sentence are gradually released to the student. Start with one word to finish the sentence, then two, then three, etc.. Move on to doing that for paragraphs as well.

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Depends on the student, but it doesn't always have to be intrinsic. Forced-choice incentives can help narrow options.

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Set the purpose for the "chunk" of writing the y complete. Have students self-reflect if they address the purpose as they write.

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Focus on skill building and reward based on the student's use of these strategies.

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Use of a scribe for those that can generate ideas but have difficulty with the act of writing; or modify the amount that is expected to be written

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Brain breaks should be small and shift their focus to something else. 

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Brain breaks should be small and shift their focus to something else. 

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Use a timer or another visual to give students a warning of an upcoming transition.

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Use a timer or another visual to give students a warning of an upcoming transition.

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Tend to overuse
Can cause more anxiety
Identify the skill deficit and the skills to cope and overcome

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How to fill down time purposefully- transition sponges such as singing a song

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How to fill down time purposefully- transition sponges such as singing a song

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Schedule
First, Next
5 minute prep
2 minute prep
Countdown - 10 -9-8-7-6-5-4-3-2-1

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Break tickets, chips, etc. can be used to keep breaks from getting to be too frequent.

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structured and scheduled; timed to meet the child's needs and what is triggering the anxiety

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Giving them a space to transition
-Lines
-Carpet
-Desks

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Print out pictures from Google that provide a starting point or ideas on popsicle sticks for drawing out options

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Teaching the transition; modeling it; true end to the activity they are leaving; essential to a well-managed classroom

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Story Starters

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Breaks can be tricky for some kids. Teaching appropriate expectations and rules around breaks is helpful. Also, being flexible and removing time barriers can help.

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Using the word and idea of "pause" instead of stop.

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Chunking
Must Dos: May Dos

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Allowing enough time for the activity between transitions.

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Take time to identify the skill that will help address the issue and then incentivize the skill

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What motivates the student? Find their preferences/interests

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Counting up or adding up points versus taking away in the traditional CICO model.

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Counting up or adding up points versus taking away in the traditional CICO model.

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Give specific framework
1.
2.
3.

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Expectations for breaks should be shared with students when they're regulated.  "Practice" taking breaks and positively reinforce following expectations.

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Be aware that a potential incentive might cause anxiety.  Removing time frames sometimes helps and decreases competitiveness.

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All - we tend to focus more on starting the new activity
Stopping 1st activity - a logical place to stop
Cognitive shift - visual schedule, social story, preview, list

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Step-by-step directions that relate to each unit of writing (narrative, opinion, etc.) Brainstorm key words to support spelling and sentence stems to help the intial process

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Word processing options; writing protocols that help support ideas

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Determine which of the 4 aspects of the transition are most difficult.

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Breaks should be structured, scheduled, allowing for a preferred activities

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Breaks should be structured, scheduled, allowing for a preferred activities

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Important to distinguish between the types of breaks and why the breaks are essential/important for the student.

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Graphic Organizers in written and visual formats

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How to be more specific with their break protocols (breaks as needed is vague!). Schedule breaks more proactively around times of day that are challenging for a student.

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Incentive has to serve a purpose and has to be specific to that purpose