Author ORCID Identifier
https://orcid.org/0009-0001-6591-0748
Date Available
5-1-2025
Year of Publication
2025
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Special Education
Faculty
Amy Spriggs
Faculty
Channon Horn
Abstract
Low-technology (low-tech) and high-technology (high-tech) visual activity schedules (VAS) were implemented for transitions with three kindergarten males diagnosed with autism spectrum disorder (ASD). An alternating treatment design was used to compare the latency of transitions from a preferred activity to an academic task after presenting a low- or high-tech VAS. Results indicated different effects between participants. Low-tech VAS was effective for one participant, and high-tech VAS was not effective for any participants in this study. Implications and further research are discussed regarding the importance of creating VAS on an individual basis, ensuring that each VAS meets an individual's communication and behavioral needs.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.31
Recommended Citation
Nelson, Mikayla, "COMPARATIVE EFFECTS OF LOW- AND HIGH- TECH VISUAL ACTIVITY SCHEDULES ON TRANSITION LATENCY IN YOUNG CHILDREN WITH AUTISM" (2025). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 164.
https://uknowledge.uky.edu/edsrc_etds/164
