At the start of the school year, an elementary student with special needs struggles to transition between activities. Which strategy should the teacher use first to address this behavior?

• A. Giving the student frequent visual and verbal cues about the time allotted for each activity.
• B. Meeting with the student to determine an individualized schedule of activities to complete each day.
• C. Extending the amount of time the student is allowed to work on each scheduled activity.
• D. Creating a contract outlining predictable consequences based on her response to requests.

Answer: (A)