Effects of Visual Activity Schedules on Independent Classroom Transitions for Students with Autism

Janelle M. Pierce, Amy D. Spriggs, David L. Gast, Deanna Luscre

Research output: Contribution to journalArticlepeer-review

28 Scopus citations

Abstract

The purpose of this study was to evaluate the effectiveness of visual activity schedules on the behaviour of four students with moderate autism during transitions within a self-contained classroom. Generalisation measures included pre-tests and post-tests with novel stimuli and novel visual activity schedule pictures. This A-B-A-B withdrawal design study replicated and expanded parts of a study by MacDuff, Krantz, and McClannahan and another by Bryan and Gast. Students were trained to use visual activity schedules using the system of least prompts. Results indicated that, in the presence of visual activity schedules, all participants increased independence during transitions. Pre-test/post-test data revealed generalisation of visual activity schedules with novel stimuli and novel visual activity schedule pictures across participants. Implications for practitioners and for future research are discussed.

Original languageEnglish
Pages (from-to)253-269
Number of pages17
JournalInternational Journal of Disability, Development and Education
Volume60
Issue number3
DOIs
StatePublished - Sep 2013

Keywords

  • autism
  • centre activities
  • on-schedule
  • on-task
  • picture schedules
  • primary grades
  • transitions
  • visual schedules

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology

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