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Facilitating Transitions Between and Within Academic Tasks

An Application of Behavioral Momentum

Pennsylvania State University, davidlee@ psu.edu

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.

Remedial and Special Education, Vol. 27, No. 5, 312-317 (2006)
DOI: 10.1177/07419325060270050601


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