Facilitating Transitions Between and Within Academic Tasks

Abstract

Transitions are critical times for both teachers and students. Efficient between-task and within-task transitions can greatly improve academic learning time. The purpose of this article was to review one intervention, high-probability (high- p) task sequences, as a method to promote more effective transitions. High- p sequences involve presenting a student with a series of brief requests with a history of compliance immediately prior to a request to complete a task that generally results in noncompliance. The results of this review indicate that high- p sequences are an effective method to make academic transitions more efficient. Ideas for application and future research are discussed.