Literaturnachweis - Detailanzeige
| Autor/inn/en | Pence, Rachel B.; Allday, R. Allan; Spriggs, Amy D.; Lane, Justin D. |
|---|---|
| Titel | Effects of Visual Activity Schedule on Decreasing Transition Latency |
| Quelle | In: Canadian Journal of School Psychology, 36 (2021) 1, S.51-58 (8 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Allday, R. Allan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0829-5735 |
| DOI | 10.1177/0829573520964354 |
| Schlagwörter | Visual Aids; Class Organization; African American Students; Elementary School Students; At Risk Students; Intervention; Program Effectiveness; Grade 1; Classroom Techniques; Time on Task; Student Behavior |
| Abstract | A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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