Teaching Transitions

McIntosh, Kent; Herman, Keith C.; Sanford, Amanda K.; McGraw, Kelly; Florence, Kira

doi:10.1177/004005990403700104

Cited by 25 publications

(5 citation statements)

References 12 publications

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“…Use of a Power Card strategy is not a substitute for solid classroom management. Most students need structure, organization, established routines, behavioral expectations that are taught and reinforced, and consistent classroom procedures (McIntosh & Sanford, 2004). These are all important elements of classroom-based positive behavior support that ensure students learn what is expected of them in classroom environments with maximized learning time (Scheuermann & Hall, 2012).…”

Section: Implications For Classroom Practicementioning

confidence: 99%

Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities

Angell

Nicholson

Watts

et al. 2011

Focus Autism Other Dev Disabl

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An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students' "heroes" or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed.

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Section: Implications For Classroom Practicementioning

confidence: 99%

Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities

Angell

Nicholson

Watts

et al. 2011

Focus Autism Other Dev Disabl

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show abstract

“…This method effectively diverts students' attention and views directly back to the sound source. This result is relevant to McIntosh's theory that performing sussing is effective during transition (McIntosh et al, 2004). Even though implementing this strategy, the teacher does not get much attention from all students.…”

Section: Sussingmentioning

confidence: 83%

Student Teachers’ Strategies to Obtain Students’ Attention during Teaching Practice

Gumilar,

Anisa,

Faturahman

et al. 2023

Fost.j.e.l.t.

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During the teaching and learning process, the teachers must bring students' attention to themselves. The purpose of this study is to investigate the methods that student teachers employ during their classroom teaching practicum to attract their pupils' attention. Researchers used the classroom observation method to investigate each strategy utilized by student teachers. During the observation, student teachers used a combination of verbal and nonverbal strategies to get the students' attention; however, there needs to be follow-up on all of these methods. The conditions, including the level of loudness in the classroom, are why the student teachers had to keep using the same tactics. Clapping and sussing are the most effective methods for obtaining students' attention because of the ease with which it may be transferred to students.

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“…Based on research in typically developing children, it has been suggested that limiting time spent on transitions between activities could reduce hyperactivity and increase student engagement as well as time spent on learning activities ( Arlin, 1979 ; Cameron et al, 2005 ; Codding & Smyth, 2008 ). In order to improve efficiency of classroom transitions, teachers may use behavioral strategies as effective instructions, monitoring of child behavior and feedback on (un)desired behavior ( McIntosh et al, 2004 ). For children with ADHD, however, such transitions may also provide opportunities for short moments of movements as they experience difficulties staying seated or being silent ( APA, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

“…During these transitions, teachers usually provide instructions in multiple steps at once, placing large demands on children’s self-regulation (e.g., switching between tasks). At the same time, children may face delays that may decrease motivation ( Carbone, 2001 ; McIntosh et al, 2004 ; Reid, 1999 ). These demands placed on self-regulation and motivation are expected to result in higher levels of off-task and hyperactive behavior during classroom transitions ( Antrop et al, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers

et al. 2023

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Objective: More knowledge on the impact of classroom setting on behavior of children with ADHD may help us to better adjust classroom settings to the needs of this group. Method: We observed ADHD behaviors of 55 children with ADHD and 34 typically developing peers (6–12 years) during classroom transitions, group lessons, and individual seatwork. Results: Multivariate analyses revealed that levels of motor and verbal hyperactivity increased during classroom transitions compared to group lessons and individual seatwork. Children in the ADHD group were more off-task, across settings. There were no interactions between group and setting. Conclusions: Children with ADHD were similarly affected by classroom setting compared to typically developing peers, despite being more off-task across settings. Further research into whether the observed increase in hyperactivity during classroom transitions may be problematic or possibly even beneficial for children with ADHD is recommended.

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Teaching Transitions

Abstract: Teachers can enhance their classroom behavior management with explicit instruction and practice in behavioral expectations and routines.

Cited by 25 publications

References 12 publications

Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities

Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities

Student Teachers’ Strategies to Obtain Students’ Attention during Teaching Practice

The Relation Between Classroom Setting and ADHD Behavior in Children With ADHD Compared to Typically Developing Peers

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