Safety, Not a Solution (Part Two): From Setup to Sleep: Helping Learners Transition Successfully to a Cubby Bed

Nov 20

For families approved for a Cubby Bed, the moment it arrives can feel like both progress and pressure. They finally have the equipment that keeps their child safe at night, but now they’re staring at a large, zippered enclosure wondering where to begin, how their child will react, and what the first night will hold.

A Cubby Bed is a safety tool, not a turnkey solution. It protects against elopement, climbing, and high-risk night behavior, but the transition into it is where the real work happens. When BCBAs support families through this phase with thoughtful, ethical, step-by-step guidance, the Cubby Bed becomes more than equipment; it becomes a consistent, sustainable part of a child’s long-term sleep routine.

This is where Part Two begins: What happens after delivery, and how do we support families through the transition from setup… to safe sleep?

Step One: Prime the Learner Long Before Night One

A Cubby Bed looks different, sounds different, and feels different than a traditional bed. That novelty alone can feel overwhelming — which is why priming is critical.

Use visuals and social stories

Introduce simple images or a short sequence that shows:

The new bed
What it’s used for
The steps for climbing in
What “zip” means
What caregivers will do (stay, sit nearby, check in, etc.)

This gives the learner predictability before the bed even enters the home.

Let the learner be present during setup

For many children, watching the Cubby Bed being assembled in their home or bedroom builds familiarity and reduces surprise. It can create a sense of ownership and may signal, “This is yours.”

Step Two: Pair the Bed During the Day (Not the First Night)

The quickest way to make a Cubby Bed feel safe is to ensure the first experience is low-pressure, daytime, and positive.

Invite the learner to:

Play inside with a favorite toy
Look at books
Do a simple matching task
Enjoy music or calming sensory activities
Lie down with a sibling or caregiver

The goal is connection, not compliance. Nothing should feel required, high-demand, or time-bound.

Step Three: Sensitize Slowly (Especially to the Zipper)

The zipper is typically the hardest part for learners and caregivers alike. It represents enclosure, containment, and a new sensory experience.

Here’s how to teach it ethically:

✔ Start with an open zipper

Let the learner freely enter and exit.

✔ Introduce a partial zip during daytime play

Zip halfway while the learner is fully engaged in something preferred.

✔ Narrate what’s happening

“This is the sound the zipper makes. We’re practicing so your bed feels safe.”

✔ Gradually increase the level of enclosure

Move from open → partial → mostly zipped → zipped with a caregiver sitting just outside.

The key is trying to avoid the rush to a full zip on night one unless safety demands it. Slowing down the process can create lasting comfort.

Step Four: Plan the First Night Like a Rehearsed Routine

Families often approach the first night with a mix of hope and fear. BCBAs can help them shift from “let’s see what happens” to “here’s the plan.”

Caregiver presence during night one

Instead of stepping away:

Sit on the floor near the bed
Offer calm, minimal verbal reassurance
Keep the lights low and routine predictable

This proximity reinforces trust: “You’re safe. I’m right here.”

Use the bedtime routine you built while waiting for the bed

Consistency creates momentum:

Same cue: “It’s wind-down time.”
Same two-step sequence
Same dim lighting
Same calm tone

The Cubby Bed should feel like a continuation of the routine, instead of a new (or scary) disruption.

Step Five: Support Escalation Without Reinforcing It

Even with excellent priming, some learners will protest:

Loud vocalizations
Reaching toward the zipper
Physical restlessness
Requests for comfort

Families need a plan that balances safety, support, and behavioral ethics.

Before unzipping, caregivers should:

Pause and offer reassurance (“You’re safe, I’m here.”)
Determine whether their learner is beginning a known escalation pattern that usually leads to problem behavior, or whether the learner’s vocal or verbal protests can be addressed through the caregiver’s verbal soothing and reassurance

If escalation is imminent and feels unsafe, caregivers may need to release the zipper before behavioral escalations are exhibited and quickly offer praise for trying.

This is delicate teaching, not strict adherence. Compassion and safety come first.

Step Six: Fade Caregiver Presence Over Time

Going from “full support” to “you’re on your own” may be too distressing for the learner.

We fade just like we do in daytime programming:

Night 1: caregiver next to the bed
Nights 2–3: caregiver sits near the door
Nights 3–5: caregiver checks in every 1-2 minutes
Nights 5–7: caregiver checks in every 3–5 minutes

Step Seven: Track What Counts

Caregivers can log progress through:

Time it takes to fall asleep
Amount of caregiver support needed
How the learner responds to the zipper
Overnight wake frequency
Safety improvements

The Big Picture: A Cubby Bed Is a Safety Tool, but Behavior Makes It Work

A Cubby Bed alone doesn’t change sleep. Your support does.

When BCBAs guide families through:

priming
pairing
gradual enclosure
caregiver presence
fading
reinforcement
safety planning

…we turn equipment into confidence.

Want to Become a Certified Behavioral Sleep Practitioner?

The Research Edition of The Sleep Collective begins January 2026 — and includes:

50% off enrollment
five extra weeks of guided research
a brand-new behavioral sleep assessment tool
all 12 CEUs
certification by March 2026
lifetime access to the professional network

This cohort is limited and requires qualification. Schedule a discovery call to see if you’re a fit or find out more here.

Emily Varon