Facilitating Transition Times With Handicapped Preschool Children: A Comparison Between Peer‐mediated and Antecedent Prompt Procedures

Sainato, Diane M.; Strain, Phillip S.; Lefebvre, Daniel; Rapp, Nancy

doi:10.1901/jaba.1987.20-285

Cited by 52 publications

(41 citation statements)

References 8 publications

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“…Transitions, defined as a change from one activity or setting to another, can evoke disruptive behavior in young children (Sainato, Strain, Lefebvre, & Rapp, 1987). In addition, because preschoolers may spend as much as 20% to 35% of their class time in transition from one activity to another, the ability to make efficient and problem-free transitions is an important skill for school readiness (Sainato & Lyon, 1983).…”

Section: ____________________________________________________________mentioning

confidence: 99%

Brief Functional Analysis and Treatment of Tantrums associated with Transitions in Preschool Children

Wilder¹,

Li-yu²,

Atwell³

et al. 2006

J Appl Behav Anal

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Section: ____________________________________________________________mentioning

confidence: 99%

Brief Functional Analysis and Treatment of Tantrums associated with Transitions in Preschool Children

Wilder¹,

Li-yu²,

Atwell³

et al. 2006

J Appl Behav Anal

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“…Rich-lean transitions . Negative incentive shiftsTransitions between activities can account for a significant proportion of teaching time in school settings (see Sainato et al (1987) and are a ubiquitous feature of normal, everyday life. Activity transitions involve stopping the current activity and engaging in a new activity.…”

mentioning

confidence: 99%

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Brewer

Strickland-Cohen

Dotson

et al. 2014

Behav Analysis Practice

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Transitions between daily activities can occasion or elicit problem behavior in individuals with intellectual and developmental disabilities (IDD). Providing advance notice to signal an upcoming transition is a common practice in early and special education settings (e.g., Riffel 2010;Sandall et al. 2005). While the literature contains many demonstrations of the efficacy of various advance notice procedures, other studies have shown negative results. Practitioners are faced with the challenge of deciding whether advance notice is a viable treatment option for transition-related problem behavior in light of these contradictory findings. To assist the practitioner in this decision-making process, we provide a brief review of the advance notice literature, concentrating on the studies reporting that advance notice is ineffective at reducing transition-related problems. The goal is to provide practitioners with a better understanding of the environmental conditions under which advance notice is likely to be ineffective at decreasing problem behavior as well as the conditions under which it can be effective at reducing transition-related problem behavior. Discriminating these conditions may yield a useful set of practice guidelines for deciding when advance notice is a viable treatment option for decreasing transitionrelated problem behavior.Keywords Advance notice . Vocal notification . Transition-related problem behavior . Self-injury . Tantrums . Noncompliance . Autism . Intellectual and developmental disabilities . Preschoolers . Translational research . Unpredictable transitions . Rich-lean transitions . Negative incentive shiftsTransitions between activities can account for a significant proportion of teaching time in school settings (see Sainato et al. (1987) and are a ubiquitous feature of normal, everyday life. Activity transitions involve stopping the current activity and engaging in a new activity. Orderly and timely transitions are important to maintain a successful educational setting, and the ability to move from activity to activity is a major factor for independent living for persons with intellectual and developmental disabilities (IDD) such as autism.Transitions can be a major source of problem behavior (e.g., self-injury, tantrums) in individuals with IDD (Schmit et al. 2000) and typically developing children (e.g., Riffel 2010). Severe problem behaviors such as self-injurious behaviors (SIB) and aggression can pose serious harm to both the individual exhibiting problem behavior and others in the environment, and may lead to restriction of the individual's social and educational opportunities. In classroom settings, problem behaviors can increase the amount of time spent transitioning between activities. Self-injury and stereotypy can also be distracting to peers (Conroy et al. 2005), and noncompliance can severely disrupt the classroom. Time spent by teaching staff trying to cope with the problem behavior of one child or a small number of children during transitions within the classroom c...

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“…Eleven studies were identified that outlined strategies for teaching transition-related behavior (Bryan and Gast 2000;Carson et al 2008;Cihak 2011;Cihak et al 2008Cihak et al , 2010Connis 1979;MacDuff et al 1993;Martin et al 1987;Massey and Wheeler 2000;Mechling and Savidge 2010;Newman et al 1995;Palmen et al 2012;Sainato et al 1987;Spriggs et al 2007). For example, Cihak (2011) compared the effects of static picture cues to video modeling on the between-task transition behavior of four students with ASD in a selfcontained classroom using an alternating treatment design.…”

Section: Antecedent-based Strategies For Teaching Transition-related mentioning

confidence: 99%

Literature Review of Interventions for Between-Task Transitioning for Individuals with Intellectual and Developmental Disabilities Including Autism Spectrum Disorders

Tullis

Cannella-Malone

Payne

2014

Rev J Autism Dev Disord

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Transitioning between activities or settings may pose great difficulty for individuals with intellectual and developmental disabilities, yet engaging in independent, smooth transitions may be a requisite skill for inclusion in a number of school and community settings. In the current empirical literature review, 32 studies that focused on teaching independent transitioning skills or decreasing challenging behavior in the context of transitions were examined. Studies were divided into two general categories: (a) decreasing challenging behavior and (b) teaching independent transitions. Each general category was then divided into subcategories: antecedent-or consequence-based strategies. The goals of this review were to determine what interventions are most prevalent and effective in the current literature base, identify the extent to which effects are maintained and generalized, and suggest directions for future research.

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Facilitating Transition Times With Handicapped Preschool Children: A Comparison Between Peer‐mediated and Antecedent Prompt Procedures

Cited by 52 publications

References 8 publications

Brief Functional Analysis and Treatment of Tantrums associated with Transitions in Preschool Children

Brief Functional Analysis and Treatment of Tantrums associated with Transitions in Preschool Children

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Literature Review of Interventions for Between-Task Transitioning for Individuals with Intellectual and Developmental Disabilities Including Autism Spectrum Disorders

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