Connor is a 12-year-old boy who has autism. He is in the sixth grade in a large urban school district. Although Connor's schedule changes depending on the academic content covered and his individual needs, he receives instruction in the general education classroom for half of the school day with support (i.e., peers, paraprofessionals, special education teacher). He has a strong interest in transportation, especially street signs and maps. He enjoys socializing but struggles to find peers who have similar interests. He is happiest playing with his truck collection, watching T.V. (a select few episodes of certain shows related to his special interest), or playing a few online computer games. Connor has difficulty when situations have outcomes other than what he predicted or would like to happen. Connor communicates verbally, but he often needs directions, questions, and comments repeated several times in novel situations. He decodes on a fourth-grade level but struggles with comprehension. In routine situations, Connor can complete three to four tasks independently when he is first given verbal directions.

With an increase in the prevalence of autism spectrum disorders (ASDs) and the importance of providing inclusive educational settings, it is important for all teachers to utilize strategies that support learners’ needs. Due to the complexity of their needs, some students with ASD struggle with transitions within and across activities in schools. Transitions are defined as a change in activities or settings such as moving from one activity to another or moving from one step of an activity to the next. There are many strategies to support transitions in an inclusive classroom, however many of these strategies are traditionally associated with special education, and general education teachers may not feel prepared to implement them. This article focuses on possible applications of video modeling to support daily transitions in inclusive classrooms.

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