Abstract
Teachers spend the first few days of school teaching routines to children that will help transitions in the classroom between different activities. When children have difficulty, they move more slowly and/or require teacher prompting. A picture activity schedule intervention (Breitfelder in Teach Except Child Plus 4(5):2–15, 2008; Bryan and Gast in J Autism Dev Disord 30(6):553–567, 2000) was used to assist a 5-year-old boy in completing three routines within the kindergarten classroom. Results indicated that the picture activity schedule increased the child’s independent completion of each of the three routines, while also decreasing the need for teacher prompting.
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