Using an Activity Schedule to Smooth School Transitions

By Pamela A. Dooley, F. Wilczenski, Christopher Torem. 2001

138 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/81e1ace0c4efe80934a48e292c50af652234c0a9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Heather E. Sterling-Turner
2. Jeff Sigafoos
3. Giulio E. Lancioni
4. Natasha Beretvas
5. David F. Cihak
6. Sara Jordan
7. Edward J. Daly
8. D. Barnett

In Developmental and Educational Psychology

1. F. E. Lentz
2. Kevin Jones
3. Heather E. Sterling-Turner
4. Jeff Sigafoos
5. Giulio E. Lancioni
6. Natasha Beretvas
7. David F. Cihak
8. Sara Jordan

In Psychiatry and Mental health

1. Giulio E. Lancioni
2. David F. Cihak

Citations in the corpus

• Enhancing Social and Transition Behaviors of Persons with Autism through Activity Schedules: A Review (2008, unknown): “Researchers in six of 13 studies reported generalization of activity schedule skills across settings (Dettmer et al., 2000; Dooley et al., 2001; Krantz & McClannahan, 1998; Krantz et al., 1993; MacDuff et al., 1993; Pierce & Schreib-man, 1994).”
• A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders (2007, background): “Dooley et al. (2001) 1 3 Activity schedule ABC Aggression; crying; screaming Positive Mancina et al. (2000) 1 12 Self-ID”
• Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders (2010, background): “Beyond finding that static-picture activity schedule interventions have successfully reduced problem behaviors during transitions (Pierce & Schreibman, 1994) researchers also have reported improvements in time on task (Bryan & Gast, 2000; Krantz, MacDuff, & McClanahan, 1993; Massey & Wheeler, 2000),”
• Response to Intervention (2004, background): “Dooley et al. (2001) presented an example of a decreasing-intensity accountability design that mirrors practices commonly used with children displaying high-risk concerns.”
• Interventions Addressing Transition Difficulties for Individuals with Autism. (2007, background): “More recently, Dooley, Wilczenski, and Torem (2001) used an activity schedule plus an edible reinforcer to decrease aggression and tantrums associated with transitions for a 3-year-old student with autism who was enrolled in a preschool setting for children with disabilities.”