Taking the time out of transitions
Document Type
Article
Publication Date
1-1-2014
Abstract
Until now, studies have not looked at the importance of managing and reducing academic transition times in inclusion classrooms. In the present study, researchers examine the impact of teacher-approved, environmental modifications in the context of an inclusion class. The methodology used was a single-subject, multiple baseline design across four transitions in two early childhood inclusion classrooms, to evaluate the effectiveness of classroom modifications on transition time. The modifications included: lines on the rug to indicate seating rows, table inserts and chair bags to provide access to materials, visual aids to indicate center choices, and chimes to begin/end transitions. Results from the interventions show that teacher-prompted modifications in inclusion classrooms are relevant to the overall discourse of the importance of reducing transition times. Class-wide data analysis showed a decrease in transition times by an average of 1 minute and 36 seconds, following the introduction of the modifications. Teacher feedback indicated satisfaction with the modifications and the results.
Publication Title
Education and Treatment of Children
Volume
37
Issue
2
First Page
211
Last Page
228
Digital Object Identifier (DOI)
10.1353/etc.2014.0014
ISSN
07488491
E-ISSN
19348924
Citation Information
Guardino, & Fullerton, E. K. (2014). Taking the Time Out of Transitions. Education & Treatment of Children, 37(2), 211–228. https://doi.org/10.1353/etc.2014.0014