Teaching Classroom Transitions to Students with Developmental Disabilities through Video Self-Modeling and Picture Prompts: A Comparison of two Procedures

Abstract

Having the skill to transition independently is particularly important within the classroom. Transitions completed in a timely manner allow children to spend more of their time engaging in learning opportunities, as opposed to transitioning between them. This study aimed to teach children with developmental disabilities to transition independently, to and within the classroom. Two participants, aged six and eight, took part in the study. Transitions were taught using video self-modeling and picture prompts within an alternating treatment design. Additionally, the study aimed to compare the efficacy of the two methods. Once independent transitions were evident, the study aimed to investigate if they maintain when visual aids were removed. Results showed that for the participants in this study, video self-modeling was most effective at teaching independent transitions. Furthermore, independent transitions maintained once the video model was removed. The study concluded that participants learned to transition independently and transitions were most effectively taught using video self-modeling. This study added to the existing literature on transitions, as well as to the literature comparing video self-modeling to picture prompts.