Interventions to Improve Transitioning of Individuals with Autism
Emmanuella valentin
Co-Presenters: Individual Presentation
College: College of Education
Major: Applied Behavior Analysis
Faculty Research Mentor: Daphna El Roy
Abstract:
Individuals with Autism Spectrum Disorder (ASD) often struggle with transitioning between tasks or locations, which can lead to problem behaviors such as aggression, off-task behavior, inappropriate vocalizations, dropping to the floor and elopement (Buschbacher & Fox, 2003; Horner et al., 2002). Transitioning is a key part of daily life, especially in school settings where students must frequently shift between classrooms, tasks, and activities. Developing independent transition skills is essential for success not only in school but also in home, work, and community settings. A literature search was conducted, and various evidence-based strategies that effectively helped children with autism with transitioning were identified. A survey was developed and sent to professionals in an Applied Behavioral Analysis (ABA) school to examine whether they had used the procedures in the literature and, if so, how effective they rated them to be. Sixteen professionals took the anonymous survey on Google Forms. Half of the participants reportedly used three of the interventions, fewer used the remaining seven interventions. The photographic cueing package, and index cards with written activities were reportedly the most-used interventions, each used by 50% of participants, rated effective and very effective by 75% of them.