Navigating Transitions: Practical Strategies for Success

Adolescents and adults with Down syndrome must navigate big and small life transitions, often when they would rather not. It is important to understand their strengths, challenges, and unique ways of processing change in order to support them through transitions.

There are common cognitive, sensory, and behavioral characteristics that influence how individuals with Down syndrome experience transitions. These traits make transitions particularly challenging because transitions often involve multiple simultaneous changes (activity, environment, sensory input, mental focus, people involved).

Common characteristics

What factors to consider when supporting transitions

Motivation

• What rewards or consequences matter to the individual?
• Can the transition be paired with something desirable?

Sensory regulation

• Moving from quiet to loud environments (or vice versa) may dysregulate them.
• Sensory strategies can stabilize their “internal teeter-totter.”

Processing time

• Individuals may need significantly more time to process requests or warnings.
• Too much advance warning increases anxiety for some but helps others.

Environmental factors

• Crowded, noisy, or unpredictable settings increase difficulty.
• Other people’s impatience or responses can reinforce avoidant behaviors.

Multiple steps hidden in one transition

• A simple request (“time for dinner”) may involve numerous internal steps: stop an activity – shift attention – stand up – change location – adapt to sensory changes – begin new task.

Practical strategies for specific transitions

Starting a new school

• Use visual supports: photos of classrooms, teachers, schedules, maps.
• Offer tours and peer buddies.
• Ensure Day 1 consistency – avoid needing major changes later.
• Gradually introduce longer days or different arrival/departure times.

New teachers or staff

• Provide photos and pre-meetings.
• Rotate aides intentionally to build flexibility.
• Share background information between old/new staff.
• Allow scheduled “check-ins” with a former trusted staff member if needed.

Electronics

• Set clear rules (times/places).
• Use device timers/filters so it shuts off automatically (rules are the “bad guy,” not you).
• “First bathroom, then tablet in the car.” Or other earning opportunities.
• Set rules around natural breaks like dinner time or time to shower – electronics get turned off.

New schedules

• Provide picture or written schedules.
• Practice new routines gradually (e.g., adjust sleep schedules – slowly go to bed or wake up earlier).
• Pair changes with logical timing (start of semester, after a break).
• Build “natural breaks” and keep some consistent anchors. Consistent anchors like meals or morning routine with natural breaks like iPad time or coloring.

School breaks

• Use calendars showing break days and return dates.
• Keep sleep-wake cycles consistent.
• Maintain structure and small learning opportunities.
• Prepare for re-entry into school.

Moving to a new home

• Offer tours and visual stories.
• Decide whether to keep room items the same or let them start fresh.
• Validate emotions about the move.
• Problem-solve environmental differences (lighting, noise, temperature).

New job/new boss

• Establish expectations and rules early.
• Schedule regular check-ins.
• Provide visual task lists.
• Validate feelings about new supervisors.
• Encourage structured social opportunities.

Graduation or loss of school structure

• Plan post-secondary school activities before graduation occurs.
• Maintain routines after graduation (sleep, activity, movement).
• Support social ties to former peers.
• Watch for signs of depression or withdrawal.

Going away to college

• Practice independence skills early (laundry, waking up, budgeting).
• Use visuals for routines, schedules, and campus maps.
• Leverage disability resource offices.
• Choose housing wisely (roommate vs. solo vs. home commute).

New roommates or housemates

• Validate feelings of loss and newness.
• Meet new housemates ahead of time.
• Set shared rules and privacy boundaries.
• Use labels and schedules, especially for shared spaces.

Siblings moving out

• Validate feelings – possibly grief and/or jealousy
• Plan communication routines (visits, calls).
• Consider enriching activities or personal growth opportunities such as class at community college or new program at the park district.

Daily transitions

• Use visual checklists and timers.
• Reduce unnecessary steps.
• Provide a purpose or motivating role (e.g., “bus helper”).
• Prep items the night before.

Seasonal changes

• Remove out-of-season clothes from closets. Buy duplicates of favorite outfits. Assign a clothing schedule with outfits for each weekday.
• Build excitement around seasonal activities.
• Engage in shopping or decor changes.

Aging-related changes

• Modify tasks or environment.
• Provide adaptive equipment.
• Keep routines predictable.

Grief and loss

• Prepare the individual in advance when possible.
• Use direct language; avoid euphemisms.
• Provide memory tools (photos, boxes).
• Anticipate possibility of delayed grief responses.
• Model healthy coping behaviors.

New family members (babies, in-laws)

• Talk openly beforehand about roles and expectations.
• Acknowledge mixed emotions.
• Support one-on-one time with caregivers to reduce jealousy.

Conclusion

In summary, successful transitions require:

• Recognizing the individual’s unique strengths and challenges.
• Providing clear visuals, structure, and preparation.
• Validating emotions and communicating effectively.
• Collaborating across caregivers, educators, staff, and families.
• Individualizing strategies – there is no one-size-fits-all approach.

Additional information is shared in Navigating Transitions: Practical Strategies for Success Webinar Recording and Tips for Navigating Transitions.

Resources

Articles and books

Divorce: Helping a Person with Down Syndrome Through the Change

Mental Wellness in Adults with Down Syndrome (2nd Edition)

Sensory Processing and Down Syndrome

The Groove in People with Down Syndrome

Visuals and stories

Choosing Clothing for Cold vs. Warm Weather Visual

Coping with Divorce: A Visual Story

Coping with Grief Story

Things I Can and Cannot Control Visual

Tips for Living with Housemates

When Staff Members Leave Story

When Things in My Life Change Story