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
收藏
页码：159 / 166
页数：8
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