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Abstract
The purpose of this study was to evaluate the effectiveness of visual activity schedules on the behaviour of four students with moderate autism during transitions within a self-contained classroom. Generalisation measures included pre-tests and post-tests with novel stimuli and novel visual activity schedule pictures. This A-B-A-B withdrawal design study replicated and expanded parts of a study by MacDuff, Krantz, and McClannahan and another by Bryan and Gast. Students were trained to use visual activity schedules using the system of least prompts. Results indicated that, in the presence of visual activity schedules, all participants increased independence during transitions. Pre-test/post-test data revealed generalisation of visual activity schedules with novel stimuli and novel visual activity schedule pictures across participants. Implications for practitioners and for future research are discussed.
Published Version
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