Social Story About Transitions (Free & Printable)

Transitions, such as stopping play to eat dinner, leaving the playground, or switching from tablet time to homework, are one of the most common triggers for meltdowns. The child is being asked to give up something they enjoy, often without warning, and move to something unknown.

This social story teaches the child that changes are announced, that a timer will help, and that they can use “first, then” to know what comes next. It is especially useful for autistic children who rely on routine.

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Time to Change Activities

My name is Ella. Every day I do many different activities.
1
Sometimes I am doing something fun, like playing with puzzles.
2
Then it is time to stop and do something new. This is called a transition.
3
A grown-up might tell me, “Five more minutes,” or set a timer.
4
Sometimes I feel sad or mad when it is time to stop. That is a normal feeling.
5
I can look at my schedule. First puzzles, then lunch.
6
I can take a deep breath and say, “Bye-bye puzzles, see you later.”
7
I can help put my toys away so they are ready for next time.
8
Moving to the next activity can be hard, but I am getting better at it every day.
9

Why this social story helps

Transitions feel unsafe when they are unpredictable. The story builds in three predictability tools that adults can then use consistently: a warning (“five more minutes”), a visual schedule (“first, then”), and a closing ritual (“bye-bye puzzles”). Naming the frustrated feeling as normal also reduces shame.

How to use this social story

Print the story (two pages per sheet works well) or show it on a tablet.
Read it together once a day during a calm time, for at least a few days before the situation.
Read it again just before the situation happens, and keep a copy nearby as a reminder.
Swap the name and details for your child, or add real photos, so it matches their world.

What makes this a good social story

This story follows the social story approach described by Carol Gray. It is written from the child’s point of view, uses short and literal sentences, and spends most of its words describing the situation and how people feel. Only a few sentences gently suggest what to do, and they use “I can” instead of “I must”. The story names a difficult feeling as normal and ends on an encouraging note, so the child links the situation with calm and confidence rather than with being told off.

Tips for parents and teachers

Always give a warning before a transition: five minutes, then one minute.
Use a visual timer so the child can see time running out.
Create a simple first-then board with two pictures.
Let the child bring a small object from one activity to the next as a bridge.
Keep the language identical every day so the routine becomes automatic.

Questions to talk about after reading

What is a transition?
How will you know a change is coming?
What does “first, then” mean?
What can you say to your toys when it is time to stop?

Personalize this story

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