Flexibility of Behaviour

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal    

• Support CYP who struggle with changes by using visual schedules (e.g. whole-group visual timetables, Now-Next boards, personal planners) and clear instructions.
• Prepare CYP for changes to routines or activities in advance, using visual or verbal supports where appropriate.
• Use consistent, predictable language and approaches across all adults to signal change (e.g. "change of plan", "first... then..."), ensuring shared expectations and responses to support predictability.
• Gain attention before giving instructions or signalling a change (e.g. name, visual cue, proximity), and check CYP readiness for transitions (e.g. attention, understanding and emotional readiness), adapting support as needed.
• Reduce cognitive load by breaking tasks into smaller steps, using visual aids and providing structured routines. (e.g. use an individual daily visual timetable or personal planner to help CYP anticipate transitions and manage their time).
• Provide a clear, organised environment where expectations are clear and resources are easy to locate.
• Minimise unnecessary sensory distractions during transitions and task changes to support focus and reduce overwhelm. 
• Provide structured choices (e.g. forced alternatives) to support CYP in switching between tasks.
• Use engaging, motivating starting points for tasks to support smoother transitions.
• Use CYP's interests to motivate and reinforce learning.
• Model flexible thinking, verbally demonstrating coping strategies (e.g. "That's different, but I can try another way").
• Practise small, planned changes to build tolerance gradually.
• Start with low-level, controlled changes: 
  • Change the order of activities
  • Introduce small variations in tasks
  • Gradually increase unpredictability as the CYP develops confidence
• Gradually support flexibility by introducing small, supported changes over time.
• Reduce unnecessary transitions and allow flexibility where engagement is high.
• Provide self-monitoring supports (e.g. prompts, timers, vibrating cues) 
• Explicitly teach flexibility and change as a skill for all CYP (e.g. discussing "what to do when things change" and normalising feelings about change).
• Gradually reduce adult prompts and supports as independence increases.

Targeted

• Pre-teach and rehearse upcoming transitions or changes using visual or verbal supports (e.g. explaining what will happen, practising new routines in advance).
• Teach explicit strategies for shifting between tasks (e.g. finishing routines, "pause-switch-start" prompts, use of timers or cues).
• Support CYP to think about their own learning more explicitly (metacognition), including teaching them specific strategies for planning, monitoring and evaluating their learning.
• Use video modelling to demonstrate expected behaviours.
• Provide in-the-moment adult prompting and coaching during transitions, gradually reducing support as independence increases.
• Use graduated exposure to change, starting with small, supported variations and gradually increasing unpredictability as confidence develops.
• Provide positive reinforcement for:
  • Attempting a transition
  • Accepting a change
• Use specific praise:
  • "You changed your activity really well."
• Support CYP to apply flexibility strategies across different contexts, adults and environments.