Date of Award

Fall 12-20-2018

Document Type

Thesis (699 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Ximena Suarez-Sousa

Keywords

Transitions, Visual Schedules, Opposition Defiant Disorder, Special Education, Paraprofessionals, Kindergarten

Abstract

Abstract This study examined whether a Visual Activity Schedule would aid in reduction of disruptive behaviors during hallway transitions. Subject of this study was a six-year-old, Caucasian male, diagnosed with Oppositional Defiant Disorder. The study used a single-subject experimental design to determine baseline, intervention phase and removal of intervention phase. Specifically, the study revealed intervention strategies of a Visual Schedule was associated with 100% reduction of disruptive behaviors. Relationship development between paraprofessional and Student was found to be a secondary factor.

Share

COinS