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The Use of Visual Supports to Facilitate Transitions of Students with Autism

Authors:
Sarah Dettmer
Sarah Dettmer
Sarah Dettmer
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Richard L. Simpson at University of Kansas
Richard L. Simpson
Brenda Smith Myles at Ohio Center for Autism and Low Incidence
Brenda Smith Myles
  • Ohio Center for Autism and Low Incidence
J. B. Ganz at Texas A&M University
J. B. Ganz
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Abstract

A combination of visual supports for two elementary-age boys with autism was evaluated. The visual supports were used to aid transitions from one activity to another in community and home settings. The effectiveness of the visual supports was assessed using single-subject reversal designs (ABAB). The data revealed a significant decrease in the latency between the time the students were given instructions and the time they began the next activity when the visual supports were used. Visual supports also resulted in a significant decrease in teacher-delivered verbal and physical transition prompts required for one of the students.
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The use of visual supports to facilitate transitions of students with autism
Sarah Dettmer; Richard L Simpson; Brenda Smith Myles; Jennifer B Ganz
Focus on Autism and Other Developmental Disabilities; Fall 2000; 15, 3; ProQuest Education Journals
pg. 163
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
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