Date of Award

Fall 12-20-2018

Document Type

Thesis (699 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


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


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.



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