Effects of Visual Activity Schedule on Decreasing Transition Latency

IF 3.3 4区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Canadian Journal of School Psychology Pub Date : 2020-10-14 DOI:10.1177/0829573520964354

Rachel B. Pence, R. A. Allday, Amy D Spriggs, Justin D. Lane

引用次数: 0

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.

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视觉活动计划对降低转换延迟的影响

视觉活动计划表（VAS）用于一名有学业失败风险的7岁非裔美国人（非西班牙裔）男性。ABAB戒断设计用于评估VAS在减少过渡期潜伏期方面的有效性。结果表明，VAS降低了活动之间的转换延迟，并减少了与转换相关的教师提示。提供了这项研究的局限性以及对从业者和研究人员的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.