Using Photographs of Contrasting Contextual Complexity to Support Classroom Transitions for Children with Autism Spectrum Disorders

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  • Author(s): Siegel, Ellin B.; Lien, Susan E.
  • Language:
    English
  • Source:
    Focus on Autism and Other Developmental Disabilities. Jun 2015 30(2):100-114.
  • Publication Date:
    2015
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Early Childhood Education
    • Subject Terms:
      Autism; Pervasive Developmental Disorders; Photography; Visual Stimuli; Transitional Programs; Comparative Analysis; Handheld Devices; Educational Technology; Preschool Children; Play; Context Effect; Augmentative and Alternative Communication; Public Schools; Early Childhood Education; Behavior Problems; Video Technology; Coding; Prompting
    • Subject Terms:
      Vineland Adaptive Behavior Scales
    • Accession Number:
      10.1177/1088357614559211
    • ISSN:
      1088-3576
    • Abstract:
      A single-subject, alternating treatment study compared the impact of two types of photograph displays of contrasting contextual complexity. The study examined the impact of high-context and no-context photographs, displayed on an iPad, on the ability of three preschool children with autism spectrum disorder (ASD) to transition to play activities. The influence of the two photograph types on the children's duration of transition time, number of prompts required, and type of prompts were measured. Results indicated that both photograph types provided helpful support for the children's transition time to play activities. Results for duration of transition time and number of prompts required during transitions suggest that the participant with more challenging needs performed more quickly and independently using high-context photographs. Results suggest the photographs that have contextual information matched to a child's needs can provide salient information and support their transition to activities in familiar settings.
    • Abstract:
      As Provided
    • Number of References:
      27
    • Publication Date:
      2015
    • Accession Number:
      EJ1059866