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Database Contact:

Dodi Hodges, Ph.D.
Assistant Professor

Reducing Transition Time

Strategy #: 19

Content Area: Beh./Classroom Mgt.

Grade Level: K-3

South Carolina Standard

Ferguson, A., Ashbaugh, R., O'Reilly, S., & McLaughlin, T. (2004). Using prompt
        training and reinforcement to reduce transition times in a transitional kindergarten
        program for students with severe behavior disorders. Child and Family Behavior                 Therapy, 26(1),17-24. Retrieved March 25, 2008, from ERIC database.

Material Needs
An auditory prompt such as a bell.

1. Begin with an auditory prompt such as a bell. The students should be taught that the auditory prompt (ringing the bell) means to freeze and listen to the teacher. Practice freezing and listening for direction at the bell with students.
2. Couple the auditory prompt with a verbal cue such as, "It is time to clean up. Go back to your seat. Go."
3. Continue verbal prompt to those who do not respond. "It is time to clean up. Go back to your seat. Go."
4. Use physical assistance to those who are still not responding to verbal prompt. Example: take hand and walk with them to the carpet.
5. Students who respond to the bell by freezing and follow the auditory prompt and verbal cue are given a small edible reward.
6. With constant reinforcement transition time will decrease.

For a child who is deaf or hearing impaired use a visual prompt such as turning the lights on and off instead of an auditory prompt.

Teaching students to respond to teacher prompts while reinforcing appropriate responding proves to be an effective method to decrease transition time from one activity to the other and will therefore increase academic learning time.

Research adapted by
Cara A. Gallagher

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