The Use of Visual Supports to Facilitate Transitions of Students with Autism

Abstract

A combination of visual supports for two elementary-age boys with autism was evaluated. The visual supports were used to aid transitions from one activity to another in community and home settings. The effectiveness of the visual supports was assessed using single-subject reversal designs (ABAB). The data revealed a significant decrease in the latency between the time the students were given instructions and the time they began the next activity when the visual supports were used. Visual supports also resulted in a significant decrease in teacher-delivered verbal and physical transition prompts required for one of the students.