Interventions addressing transition difficulties for individuals with autism

Sterling-Turner, Heather E.; Jordan, Sara Sytsma

doi:10.1002/pits.20257

Cited by 66 publications

(49 citation statements)

References 22 publications

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“…Although advance notice procedures are widely considered to be effective (e.g., Banda and Grimmett 2008;Lequia et al 2012;Koyama and Wang 2011;Sterling-Turner and Jordan 2007), discrepant findings regarding the effectiveness of advance notice have been reported (Cote et al 2005;McCord et al 2001;Wilder et al 2006;Waters et al 2009;Wilder et al 2010;Wilder et al 2007). Some researchers have speculated that these negative results indicate that advance notice procedures are ineffective (Wilder et al 2010).…”

Section: Advance Noticementioning

confidence: 97%

“…Sterling-Turner and Jordan (2007) found that, for individuals with autism, photographic cues, activity schedules, and video priming strategies were all effective at reducing transition-related problem behavior. Banda and Grimmett (2008) conducted a systematic review of the autism literature and reported activity schedules were effective at reducing transition-related problem behavior; Koyama and Wang (2011) reported similar results with individuals with other intellectual disabilities.…”

Section: Positive Findingsmentioning

confidence: 99%

“…Several reviews indicate that advance notice procedures are effective at reducing transition-related problem behavior (Banda and Grimmett 2008;Lequia et al 2012;Koyama and Wang 2011;Sterling-Turner and Jordan 2007). Sterling-Turner and Jordan (2007) found that, for individuals with autism, photographic cues, activity schedules, and video priming strategies were all effective at reducing transition-related problem behavior.…”

Section: Positive Findingsmentioning

confidence: 99%

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Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Brewer

Strickland-Cohen

Dotson

et al. 2014

Behav Analysis Practice

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Transitions between daily activities can occasion or elicit problem behavior in individuals with intellectual and developmental disabilities (IDD). Providing advance notice to signal an upcoming transition is a common practice in early and special education settings (e.g., Riffel 2010;Sandall et al. 2005). While the literature contains many demonstrations of the efficacy of various advance notice procedures, other studies have shown negative results. Practitioners are faced with the challenge of deciding whether advance notice is a viable treatment option for transition-related problem behavior in light of these contradictory findings. To assist the practitioner in this decision-making process, we provide a brief review of the advance notice literature, concentrating on the studies reporting that advance notice is ineffective at reducing transition-related problems. The goal is to provide practitioners with a better understanding of the environmental conditions under which advance notice is likely to be ineffective at decreasing problem behavior as well as the conditions under which it can be effective at reducing transition-related problem behavior. Discriminating these conditions may yield a useful set of practice guidelines for deciding when advance notice is a viable treatment option for decreasing transitionrelated problem behavior.Keywords Advance notice . Vocal notification . Transition-related problem behavior . Self-injury . Tantrums . Noncompliance . Autism . Intellectual and developmental disabilities . Preschoolers . Translational research . Unpredictable transitions . Rich-lean transitions . Negative incentive shiftsTransitions between activities can account for a significant proportion of teaching time in school settings (see Sainato et al. (1987) and are a ubiquitous feature of normal, everyday life. Activity transitions involve stopping the current activity and engaging in a new activity. Orderly and timely transitions are important to maintain a successful educational setting, and the ability to move from activity to activity is a major factor for independent living for persons with intellectual and developmental disabilities (IDD) such as autism.Transitions can be a major source of problem behavior (e.g., self-injury, tantrums) in individuals with IDD (Schmit et al. 2000) and typically developing children (e.g., Riffel 2010). Severe problem behaviors such as self-injurious behaviors (SIB) and aggression can pose serious harm to both the individual exhibiting problem behavior and others in the environment, and may lead to restriction of the individual's social and educational opportunities. In classroom settings, problem behaviors can increase the amount of time spent transitioning between activities. Self-injury and stereotypy can also be distracting to peers (Conroy et al. 2005), and noncompliance can severely disrupt the classroom. Time spent by teaching staff trying to cope with the problem behavior of one child or a small number of children during transitions within the classroom c...

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Section: Advance Noticementioning

confidence: 97%

Section: Positive Findingsmentioning

confidence: 99%

Section: Positive Findingsmentioning

confidence: 99%

See 1 more Smart Citation

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Brewer

Strickland-Cohen

Dotson

et al. 2014

Behav Analysis Practice

View full text Add to dashboard Cite

show abstract

“…These strategies include minimizing wait time, teaching class-wide transition rules, and providing warnings prior to transitions (Sterling-Turner and Jordan 2007). When class-wide procedures fail to increase the independent performance of students with developmental disabilities, concurrent individualized behavioral interventions may be necessary to support the student.…”

mentioning

confidence: 99%

“…During a typical school day, most pre-school and elementary students engage in multiple transitions between activities (Sterling-Turner and Jordan 2007). As students may spend an average of 25 % of their day engaged in transition, their ability to quickly move between activities is considered an important behavior for school success (Sainato et al 1987;Schmit et al 2000).…”

mentioning

confidence: 99%