Before the bell

Uniform

Possible issues

• not wanting to wear a uniform
• wanting to wear one specific colour or item
• not wanting to remove items such as a hat or jumper.

Possible reasons for issues developing

• sensory differences: uniform may feel rough, hurt or rub especially if new/stiff
• communication: student may not be able to express what is wrong with uniform or preference for specific clothing
• resisting of new activity (wearing uniform)
• resisting wearing a particular colour
• removing items such as a hat may be considered 'change' and thus unpredictable.

Suggested strategies and tips

• practise wearing uniform before school starts
• cut off/remove any tags: cover rough stitching
• write story-based intervention or check-list for getting ready
• discuss with school what is possible regarding variations to uniform (elastic waist, not button and belt, and include some preferred colour)
• bring uniform to school and gradually introduce parts of it (t-shirt first, shorts next week etc)
• pre-warn the need to remove hat after play: allow extra time to remove, may be removed before preferred activity but not straight after play initially
• find more suggestions for managing the uniform in the families section.

Managing belongings

Possible issues

• managing/unpacking bag
  
• difficulties separating from preferred items
• wants to bring preferred item inside
• equipment left at home.

Possible reasons for issues developing

• executive functioning difficulties: knowing where to start, how to prioritise, what is next
• difficulties processing routine
• flexible thinking: wanting all belongings together, concerned they will not be where they were left security.

Suggested strategies and tips

• provide visual cues (list, schedule, next activity prompt)
• checklist for getting ready/jobs at home
• ensure routine is clear, simple and predictable
• use routine cues such as specific songs for unpacking bag as prompt
• have two bags: one for extras (spare clothes, swimming gear etc.), one bag for main (lunch box, drink, book, hat)
• give student a box near desk to place preferred items, progressively - over term - move towards bag area
• introduce 'finished box' into which the student may place preferred items while workingpre-warn of need to put items away or in finished box
• use ____(task) first, then ___ (preferred toy) visual cues - now and then
  
• use calm, simple language; avoid discussions which may escalate or cause more stress
  
• keep equipment at school to limit items to be packed/unpacked and thus avoiding issues
• use 'finished box' to finish tasks at home (put TV remote in 'finished box' then go to car).

Difficulties waiting

Possible issues

• staying with parents
  
• waiting for school to start each morning.

Possible reasons for issues developing

• cognitive processing and flexible thinking difficulties: waiting is an abstract concept, what amount of time equals 'waiting'?
• difficulties knowing what to do while waiting
• need to know what to do with body/where to place body (i.e. proprioceptive feedback and knowing where body is in time and space).

Suggested strategies and tips

• use visual cues (time on watch, fingers counting down, when bell is rung/kids line up) to teach the time concept
  
• ensure routine is clear, simple and predictable
• provide the student with something to do (game/toy to play, job to do, structured choice) while waiting
• limit waiting time
  
• provide structure so student knows what to do: "wait on the playground/sit on the chair/stand or line up on the x or card footprints on the floor".

Separating from parents/carers

Possible issues

• refusing to leave car to come into school
• wanting parents to stay in classroom
• late arrival.

Possible reasons for issues developing

• anxiety relating to the day
• difficulty predicting what will happen
• overwhelmed by sensory input: noisy, busy, overwhelming, excess movement
• difficulty processing transition/change
• communication difficulties: wanting parents to communicate for them
• routine: parents always stayed until story time when at Kindy
• unable to predict when parents will return
• time concepts are abstract
  
• coping with changing tasks (finishing TV, going to car).

Suggested strategies and tips

• use visual strategies to support comprehension for example a story-based intervention timetable showing when parents return: first ___, then ____ visual; visually plan when preferred activities will happen
• provide a preferred object or motivating task on arrival or once parents leave (first mum goes; then _____)
• initially reward each step of task (walking to playground, going to classroom, saying goodbye, sitting on mat)
  
• start Prep at a different time to avoid a messy start to the day
• consider parking arrangements
• develop plan with parents so they know what they will do (leave after ____, avoid arguments/discussions, reinforce they will be there when bell goes after school)
• consider planning to have extra staff available to support the development of a new routine for parent / carer leaving
• use calm simple language; avoid discussions which may escalate or cause more stress
  
• minimise transitions: parents to bring student straight to classroom not via playground and settle student into calm activity (puzzles, book corner, bricks, marble game)
• allow time to view schedule/daily timetable so student is aware of order of events during the school day.
  

Safety concerns

Possible issues

• running away
• hurting others
• dangerous behaviours
• going to wrong area of playground.

Possible reasons for issues developing

• anxiety relating to change
• difficulty predicting what will happen/is required of student
• overwhelmed or overstimulated by sensory input (noise, movement, people, smell, touch - people bumping)
• unable to see or predict boundaries
• wanting to initiate interactions with others
• limited experience or concept of rules of the school.

Suggested strategies and tips

• use a story-based intervention to explain the rules/teach alternative behaviour
• use a visual reward system to teach and reward safe behaviours
• provide a safe place for the student to go to if stressed (e.g. inside slide tunnel in playground, classroom reading area)
• consider alternate starting time or change to arrival procedures to avoid or minimise safety issues: student arrives 15 minutes after bell and goes straight to classroom
• provide structure (see difficulties with waiting)
• teach alternative way of gaining attention or interacting such as a greeting or giving a 'hi five
  
• limit waiting or unstructured time
  
• provide opportunities for quiet activities that are calming for the student
• teach student to walk next to adult or peer
• refer continuing safety concerns to school administration staff for whole school discussion and planning.
  

Further information

Information for parents to get ready for Prep may be found in the families section.