Smooth Transitions-Helping Students with Autism Spectrum Disorder Navigate the School Day by Kara Hume, Melissa Strekovic, Kate Snyder and Christina Carnahan. Teaching Exceptional Children, Vol. 47 No. 1. This article is about how general and special education teachers amde a plan for an autistic student who was having a lot of difficulty transitionin to various activities. In order to develop a plan, the first step is to identify problematic transitions and where it happens. Students with ASD may have great difficulties transitioning between activities, places and/or people. The next step is to select appropriate transition supports such as visual supports of priming, cueing, or visual schedules or auditory supports such as advance warning, high probability request or behavioral momentum. Video priming can be done by taking a picture of the student during a problem transition, modeling and correcting the behavior and then taking a picture of the correct transition. Social stories can also be used. Apps for a computer include Pictello, iPrompts, First Then Visual Schedule HD, Video Scheduler, time Timer, Vis Timer, and VoCal. High probablility reequests involve a series of directions that involve tasks the student has previously completed independently and this is followed by a mofe difficult, low probablity directive. This easy – hard sequence seems to decrease resistance to doing difficult tasks. The third step of implementing the supports involves looking at each student’s needs, such as should it be individually, in a group, visually or suditory. Teachers should be collecting data on the success or failure of various attempts and be willing to modify. Several case studies were presented with data on each and the success for each student.