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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 0000-0003-0271-0965), Jason C. Chow (ORCID 0000-0002-2878-7410), Gospel Y. Kim, Elisabeth J. Malone, Kelsey H. Smith
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
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Implementing Visual Activity Schedules to Support Elementary Student Engagement
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  Data: <searchLink fieldCode="AR" term="%22Kathleen+N%2E+Tuck%22">Kathleen N. Tuck</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0271-0965">0000-0003-0271-0965</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jason+C%2E+Chow%22">Jason C. Chow</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2878-7410">0000-0002-2878-7410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gospel+Y%2E+Kim%22">Gospel Y. Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Elisabeth+J%2E+Malone%22">Elisabeth J. Malone</searchLink><br /><searchLink fieldCode="AR" term="%22Kelsey+H%2E+Smith%22">Kelsey H. Smith</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Beyond+Behavior%22"><i>Beyond Behavior</i></searchLink>. 2024 33(3):147-158.
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  Data: 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
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  Data: Y
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  Data: 12
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Development%22">Behavior Development</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Disorders%22">Behavior Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Organization%22">Class Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink>
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  Data: 10.1177/10742956241287093
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  Data: 1074-2956<br />2163-5323
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2024
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  Data: EJ1448769
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        Value: 10.1177/10742956241287093
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        StartPage: 147
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Behavior Development
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      – SubjectFull: Visual Aids
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      – SubjectFull: Class Organization
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Progress Monitoring
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