Implementing Visual Activity Schedules to Support Elementary Student Engagement
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| Title: | Implementing Visual Activity Schedules to Support Elementary Student Engagement |
|---|---|
| Language: | English |
| Authors: | Kathleen N. Tuck (ORCID |
| Source: | Beyond Behavior. 2024 33(3):147-158. |
| 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: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324B210007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Learner Engagement, Behavior Development, Language Acquisition, Students with Disabilities, At Risk Students, Behavior Disorders, Emotional Disturbances, Visual Aids, Class Organization, Teaching Methods, Progress Monitoring |
| DOI: | 10.1177/10742956241287093 |
| ISSN: | 1074-2956 2163-5323 |
| Abstract: | Visual activity schedules (VASs) are an effective, efficient intervention designed to promote positive language and behavioral development for elementary students with and at risk for emotional and behavioral disorders (EBD). However, VAS design and implementation varies widely in the extant research, prohibiting the ease of implementation in classrooms. The purpose of this article is to provide systematic guidance for educators to design, plan, implement, and progress monitor VAS effectiveness for students with or at risk for EBD. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1448769 |
| Database: | ERIC |
| Abstract: | Visual activity schedules (VASs) are an effective, efficient intervention designed to promote positive language and behavioral development for elementary students with and at risk for emotional and behavioral disorders (EBD). However, VAS design and implementation varies widely in the extant research, prohibiting the ease of implementation in classrooms. The purpose of this article is to provide systematic guidance for educators to design, plan, implement, and progress monitor VAS effectiveness for students with or at risk for EBD. |
|---|---|
| ISSN: | 1074-2956 2163-5323 |
| DOI: | 10.1177/10742956241287093 |
