Academic Journal
Using Visual Activity Schedules to Improve Transitioning for Students with Emotional and Behavioral Disorders
| العنوان: | Using Visual Activity Schedules to Improve Transitioning for Students with Emotional and Behavioral Disorders |
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| اللغة: | English |
| المؤلفون: | Molly E. Milam, Kimberly Kode Sutton |
| المصدر: | Beyond Behavior. 2024 33(3):159-166. |
| الاتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2024 |
| Intended Audience: | Teachers |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Visual Aids, Scheduling, Students with Disabilities, Behavior Disorders, Emotional Disturbances, Student Behavior, Classroom Techniques, Intervention, Program Implementation, Transitional Programs, Evidence Based Practice, Student Needs, Communication (Thought Transfer), Elementary School Students, Middle School Students |
| DOI: | 10.1177/10742956241276003 |
| تدمد: | 1074-2956 2163-5323 |
| مستخلص: | Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In this article, we describe the use of visual activity schedules that can be integrated into existing classroom management practices to reduce disruptive behaviors during transitions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1448755 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1074-2956 2163-5323 |
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| DOI: | 10.1177/10742956241276003 |