Transitioning in Classroom

Contents

  • High-Probability Sequence to Increase Compliance While Transitioning
  • Using Interveining Activities to Increase compliant Activity Transition

High-Probability Sequence to Increase Compliance While Transitioning

Josh Pelton (2013)

Abstract

Studies have shown that compliance while transitioning from one activity to another increases the amount of time than can be spent engaging in academic learning. Furthermore, studies have also examined the use of interventions and techniques whose goal is to increase compliance while transitioning in a classroom setting. However, little literature exists in examining the utility of using a sequence of high probability requests to decrease problem behavior and tantrums during transitioning. A sequence of high probability requests is a sequence of requests given in which the child or participant has a high probability or high likelihood of correctly complying with. A sequence of high probability requests consists of giving demands with which the individual has a high probability to comply. The goal of the present study was to use an AB withdrawal design to investigate the effectiveness of increasing compliance while transitioning by presenting a sequence of high probability requests by classroom tutors immediately prior to presenting a request to transition from a preferred activity to a non-preferred or less preferred activity. Results of the study show that a sequence of high-probability requests preceding a request to transition increases compliance while transitioning.

Keywords

transitions, transitioning, high probability sequence, compliance

Materials

Using Intervening Activities to Increase Compliant Activity Transitions

Kaila Goodrich (2014)

Abstract

The present study evaluates the effects of intervening activities on duration of noncompliance and frequency of challenging behavior during activity transitions in children with autism. Two students in an early childhood developmental delays classroom participated in this study. The study began with a preference assessment to identify preferred activities and continued with an assessment of challenging behavior during transitions between activities to identify the types of activity transitions that are challenging for these children. For each of the participants, the highest frequency of challenging behavior occurred during transitions from high-preference to low-preference activities. The study continued with an investigation of the effects of providing an intervening activity for ending high-preference activities and transitioning to low-preference activities. Noncompliance durations during transitions from high-preference to low-preference activities were reduced as a result of the intervening activity condition. Possible interventions for challenging behavior during transitions for children with autism are discussed in detail.