THE EFFECTS OF PICTURE ACTIVITY SCHEDULES ON TRANSITION TIMES IN AN INCLUSIVE PRESCHOOL CLASSROOM

Author

Elizabeth A. Reis, University of KentuckyFollow

Date Available

7-25-2018

Year of Publication

2018

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department/School/Program

Early Childhood, Special Education, and Rehabilitation Counseling

First Advisor

Dr. Jennifer Grisham-Brown

Abstract

This study determined the effectiveness of using picture activity schedules with preschoolers who exhibited disruptive behaviors in an inclusive setting during transition times in a public preschool. The participants in this study were three male and one female student, ages 3 years to 5 years, who were enrolled in an inclusive public preschool. All children are Caucasian. Three of the children had an individualized education plan including goals for speech and social-emotional concerns. One child was typically developing and did not have an individualized education plan. The study method used a single-subject withdrawal design (ABAB). The results confirmed that the use of picture activity schedules decreased the mean duration of transitions and the duration returned to pre-intervention levels when picture activity schedules were removed for two of the four children.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2018.294

Recommended Citation

Reis, Elizabeth A., "THE EFFECTS OF PICTURE ACTIVITY SCHEDULES ON TRANSITION TIMES IN AN INCLUSIVE PRESCHOOL CLASSROOM" (2018). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 65.
https://uknowledge.uky.edu/edsrc_etds/65