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.
|Number of pages||8|
|Journal||Canadian Journal of School Psychology|
|State||Published - Mar 2021|
Bibliographical notePublisher Copyright:
© The Authors 2020.
- visual activity schedule
ASJC Scopus subject areas
- Developmental and Educational Psychology