Increasing Independent Transitions for Students with the Autism Spectrum Disorder during School Activities

Archana Bhetwal

 Co-Presenters: Individual Presentation
College: College of Education
Major: Applied Behavior Analysis
Faculty Research Mentor: Daphna El Roy
 

Abstract:

Facing changes in their environment can be challenging for children with Autism Spectrum Disorder (ASD). In a structured setting like a school, however, students are required to transition frequently. It is estimated that preschool and elementary school students spend up to 25% of their time transitioning between activities (Schmit et al., 2000). During these transitions, students may exhibit behaviors such as noncompliance, crying, aggression. Therefore, a student's ability to transition independently or with minimal support is essential. To help students transition independently and with reduced delays, a variety of interventions can be implemented. A literature review was conducted to identify research articles featuring interventions to increase independent transitioning. An anonymous Google Forms survey was created and sent to professionals who provide ABA services in a clinical setting. Seven professionals took the survey. All had worked with 1-3-year old children. Most (71%) were Registered Behavior Technicians (RBTs) or Behavior Technicians (BTs). Procedural questions were asked to determine whether the evidence-based interventions from the literature had been utilized, and if so, how effective they were rated to be. All participants reported using a photo activity schedule intervention. None of the participants rated any of the interventions to be ineffective.