Citation

Davis CA, Reichle JE, Southard KL. Educ. Treat. Child. 2000; 23(4): 423-440.

Copyright

(Copyright © 2000, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The performance of successful transitions by young children can be a critical factor in the provision of inclusive educational services. This study compared the effects of two interventions (high-probability requests and preferred item as a distractor) on the success of classroom transitions of two young children with behavior problems. Additionally, this study examined the social validity for the two procedures through the use of questionnaires and direct observations of the interventionist maintenance in using the strategies.

RESULTS indicate that both interventions were effective in increasing successful transitions. Educational implications and measures of social validity are discussed.

Language: en