Ms. Chen, a second-grade special education teacher, has a student with ASD who has trouble transitioning between activities. Which of the following strategies will best help the student develop the skills needed to reduce frustration and transition effectively?

While observing peers can be beneficial for social learning, it may not directly address the student's individual needs for transitioning. Students with ASD often require more structured supports rather than merely observational learning, making this strategy less effective for promoting transition skills.

Although allowing extra time may reduce immediate frustration, it can inadvertently reinforce delays in transitioning. For students with ASD, this approach may lead to further difficulties in adapting to time constraints in future settings, as it does not provide the structured support necessary for developing effective transition skills.

While verbal reminders can be helpful, they may not be sufficient for students who struggle with processing spoken language or who benefit more from visual cues. This strategy may lack the clarity and visual support that a schedule provides, making it less effective in helping the student transition smoothly.