Using Visual Activity Schedules to Improve Transitioning for Students With Emotional and Behavioral Disorders

被引：0

作者：

Milam, Molly E. ^{[1
]}

Sutton, Kimberly Kode ^{[1
]}

机构：

[1] York Coll Penn, York, PA 17403 USA

来源：

BEYOND BEHAVIOR | 2024年 / 33卷 / 03期

关键词：

elementary and middle school; behavior(s); emotional disturbance; efficacy/effectiveness; interventions; transitions; CHILDREN; AUTISM; PICTURE; YOUTH;

D O I：

10.1177/10742956241276003

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In this article, we describe the use of visual activity schedules that can be integrated into existing classroom management practices to reduce disruptive behaviors during transitions.

引用

页码：159 / 166

页数：8

共 50 条

[1] Using and Intensifying Video Modeling for Students With Emotional and Behavioral Disorders
Zarate, Kary
Maggin, Daniel M.
BEYOND BEHAVIOR, 2021, 30 (01) : 24 - 31
[2] Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings
Buchanan, Rohanna
Nese, Rhonda N. T.
Clark, Miriam
BEHAVIORAL DISORDERS, 2016, 41 (03) : 135 - 147
[3] Effects of Visual Activity Schedules on Independent Classroom Transitions for Students with Autism
Pierce, Janelle M.
Spriggs, Amy D.
Gast, David L.
Luscre, Deanna
INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 2013, 60 (03) : 253 - 269
[4] Progress and Priorities in Research to Improve Outcomes for Students With or at Risk for Emotional and Behavioral Disorders
Lloyd, Blair P.
Bruhn, Allison L.
Sutherland, Kevin S.
Bradshaw, Catherine P.
BEHAVIORAL DISORDERS, 2019, 44 (02) : 85 - 96
[5] Supporting Students With Emotional or Behavioral Disorders: State of the Field
Mitchell, Barbara S.
Kern, Lee
Conroy, Maureen A.
BEHAVIORAL DISORDERS, 2019, 44 (02) : 70 - 84
[6] Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders
Zimmerman, Kathleen N.
Ledford, Jennifer R.
Gagnon, Kari L.
Martin, Jessica L.
BEHAVIORAL DISORDERS, 2020, 45 (04) : 207 - 223
[7] Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders
Cihak, David F.
Ayres, Kevin M.
RESEARCH IN AUTISM SPECTRUM DISORDERS, 2010, 4 (04) : 763 - 771
[8] Intensive Intervention for Students with Emotional and Behavioral Disorders
Smith, Stephen W.
Poling, Daniel V.
Worth, Megan R.
LEARNING DISABILITIES RESEARCH & PRACTICE, 2018, 33 (03) : 168 - 175
[9] Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders
Cihak, David F.
RESEARCH IN AUTISM SPECTRUM DISORDERS, 2011, 5 (01) : 433 - 441
[10] Intensifying Goal-Setting Interventions for Students With Emotional and Behavioral Disorders
Kumm, Skip
Maggin, Daniel
BEYOND BEHAVIOR, 2021, 30 (01) : 14 - 23

← 1 2 3 4 5 →