Using an Activity Schedule to Smooth School Transitions

Dooley, Pamela A.; Wilczenski, Felicia L.; Torem, Christopher

doi:10.1177/109830070100300108

Cited by 99 publications

(74 citation statements)

References 15 publications

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“…Some studies implemented antecedent interventions without evaluating potential function of problem behaviors (e.g., Buggey 2005) and still achieved positive results. Others incorporated functional assessments (e.g., Dooley et al 2001;Flannery and Horner 1994;Fritz et al 2004;Mace and Belfiore 1990). SterlingTurner and Jordan (2007) discussed previous research that demonstrated the utility of incorporating functional assessments of problem behaviors during transitions into the design and that treatment recommendations derived from functional assessments were beneficial.…”

Section: Discussionmentioning

confidence: 99%

“…The authors reported one child tried to get the experimenter to re-introduce the visual materials during the second baseline phase. Dooley et al (2001) demonstrated the positive effects of a sched ule board ba sed on t he Picture E xcha nge Communication System (PECS). The participant in their study was a 3-year-old with a Pervasive Developmental Disorder.…”

Section: Visual Schedulesmentioning

confidence: 99%

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A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity

Sevin¹,

Rieske

Matson

2015

Rev J Autism Dev Disord

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Repetitive and restricted behaviors and interests are a major feature of Autism Spectrum Disorder (ASD). Insistence on sameness, rigid adherence to rituals and routines and resistance to change, and related symptoms can have a highly disruptive impact on an individual's ability to transition from one task to the next and progress through the different steps within a task. Difficulties with transitions can represent a major barrier in treatment and care, impede learning, and contribute to significant distress in individuals with an ASD. A number of behavioral approaches to facilitating transitions in persons with an ASD have been investigated. The current paper reviews the available research on strategies to support individuals in transitions between daily activities and tasks. Current trends and future directions are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Visual Schedulesmentioning

confidence: 99%

A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity

Sevin¹,

Rieske

Matson

2015

Rev J Autism Dev Disord

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“…Ten studies were identified that addressed challenging behavior in the context of transitioning using an antecedent-based intervention (Banda and Kubina 2006;Cale et al 2009;Davis et al 1998;Dettmer et al 2000;Dooley et al 2001;Flannery and Horner 1994;Schmidt et al 2000;Schreibman et al 2000;Singer et al 1987;Tustin 1995). For example, Tustin (1995) compared the effects of antecedent notifications of a transition without notice (i.e., no warning signal) on the stereotypic behavior of an adult participant with ASD at a worksite using an ABAB design.…”

Section: Antecedent-based Strategies For Challenging Behaviormentioning

confidence: 99%

Literature Review of Interventions for Between-Task Transitioning for Individuals with Intellectual and Developmental Disabilities Including Autism Spectrum Disorders

Tullis

Cannella-Malone

Payne

2014

Rev J Autism Dev Disord

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Transitioning between activities or settings may pose great difficulty for individuals with intellectual and developmental disabilities, yet engaging in independent, smooth transitions may be a requisite skill for inclusion in a number of school and community settings. In the current empirical literature review, 32 studies that focused on teaching independent transitioning skills or decreasing challenging behavior in the context of transitions were examined. Studies were divided into two general categories: (a) decreasing challenging behavior and (b) teaching independent transitions. Each general category was then divided into subcategories: antecedent-or consequence-based strategies. The goals of this review were to determine what interventions are most prevalent and effective in the current literature base, identify the extent to which effects are maintained and generalized, and suggest directions for future research.

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“…Several studies have noted the importance of using visual cues and organizational aides for children with autism spectrum disorders who are frequently described as visual learners (Dooley, Wilczenski, & Torem, 2001;McClannahan & Krantz, 1999;Quill, 1995). In the present study, the children were presented with three-ring binders containing pictures (for Joanne and Anna) and printed words (for Darrell) representing the child's daily activities in school that included all major subjects, minor subjects, lunch/recess, and therapies.…”

Section: Presentation Of a Visual Schedulementioning

confidence: 99%

Context-Based Assessment and Intervention for Problem Behavior in Children With Autism Spectrum Disorder

et al. 2009

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The present study used a context-based model of assessment and intervention to explore whether interventions that modify context result in reduction of problem behavior in ecologically valid settings (i.e., typical routines implemented by typical education personnel in neighborhood schools). The Contextual Assessment Inventory (CAI) and a postassessment interview were administered to parents and teachers of eight children with Autism Spectrum Disorder to identify problem contexts. Then, environmental modification techniques were implemented in three priority contexts: namely, transitions, termination of preferred activities, and presence of a feared stimulus. Our results demonstrated an almost complete elimination of problem behavior in the priority contexts as well as successful completion of activities and routines related to those contexts. We discuss the value of conceptualizing problem behavior as a function of context with respect to facilitating both assessment and intervention, and the need for enhancing breadth of effects to determine the larger impact of a context-based approach on promoting meaningful behavior change in the community.

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Using an Activity Schedule to Smooth School Transitions

Cited by 99 publications

References 15 publications

A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity

A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity

Literature Review of Interventions for Between-Task Transitioning for Individuals with Intellectual and Developmental Disabilities Including Autism Spectrum Disorders

Context-Based Assessment and Intervention for Problem Behavior in Children With Autism Spectrum Disorder

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