Effects of Visual Activity Schedule on Decreasing Transition Latency

Rachel B. Pence; R. Allan Allday; Amy D. Spriggs; Justin D. Lane

doi:10.1177/0829573520964354

Effects of Visual Activity Schedule on Decreasing Transition Latency

Rachel B. Pence, R. Allan Allday, Amy D. Spriggs, Justin D. Lane

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided.

Original language	English
Pages (from-to)	51-58
Number of pages	8
Journal	Canadian Journal of School Psychology
Volume	36
Issue number	1
DOIs	https://doi.org/10.1177/0829573520964354
State	Published - Mar 2021

Bibliographical note

Publisher Copyright:
© The Authors 2020.

Keywords

at-risk
latency
transition
visual activity schedule

ASJC Scopus subject areas

Developmental and Educational Psychology

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10.1177/0829573520964354

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abstract = "A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided.",

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AB - A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided.

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Effects of Visual Activity Schedule on Decreasing Transition Latency

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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