In this study, an individual with autism in a behaviorally based residential program who engaged in ritualistic and routine behavior was selected as a participant. The speed with which the individual would complete routines surrounding transitions between environments had become a safety concern. A familiar teacher delivered verbal prompts (“stop” and “go slow”) paired with visual stimuli (red and yellow cards, respectively) and provided edible reinforcers for responding appropriately to these prompts. This procedure was implemented across four distinct transition routines according to a multiple baseline design. Transition duration increased to acceptable levels in each context. Acceptable transition durations were based on those of a peer whose transitions were regarded as “appropriate” by staff members. In addition, successful probes were conducted with novel staff, during novel transition routines, and during non-routine activities. Poster to be presented at ABAI 2018
Interagency Autism Coordinating Committee (IACC)
Autism Research Database (AFD)
