Facilitating transitions between and within academic tasks: An application of behavioral momentum

Research output: Contribution to journalReview article

24 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)312-317
Number of pages6
JournalRemedial and Special Education
Volume27
Issue number5
DOIs
StatePublished - Sep 1 2006

All Science Journal Classification (ASJC) codes

  • Education
  • Public Health, Environmental and Occupational Health

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