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Reducing classroom transition time using a music‐infused video modeling intervention
Author(s) -
Mercurio Melyssa A.,
Schmitt Ara J.,
LoftusRattan Susan M.,
McCallum Elizabeth
Publication year - 2021
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22529
Subject(s) - intervention (counseling) , psychology , transition (genetics) , video feedback , music education , autism , multiple baseline design , autism spectrum disorder , component (thermodynamics) , morning , video modeling , developmental psychology , applied psychology , clinical psychology , mathematics education , teaching method , pedagogy , modelling , medicine , biochemistry , chemistry , physics , psychiatry , optics , gene , thermodynamics
This study sought to reduce the within classroom transition time of eight students with autism spectrum disorder (ASD). For the first known time in an experimental study, music (song) was deliberately used within a video modeling intervention to reduce the time taken for all students to transition from a daily morning meeting to learning centers. An A‐B‐A‐B withdrawal with follow‐up design was used to measure intervention effects. Results indicate that the intervention effectively reduced student transition time given that no overlapping data points were present between the baseline phases and then intervention and maintenance phases. Study conclusions are provided, as well as implications for practice and study limitations. Future researchers are encouraged to conduct a component analysis to establish the differential effects of the visual versus the musical component of the intervention.