Archie had done well with this skill during VOISS lessons, but Mr. Watkins wanted to focus on setting generalization. He wanted to make sure Archie used the skill appropriately for transitions between all classes. 

Mr. Watkins operationally defined one objective to determine generalization lessons had been effective. He decided to measure the skill by collecting data on the proportion of “on-time” transitions Archie completed (i.e., coming to class before the bell rings).

• When the bell rings for class, Archie will be in his seat with his materials ready for 90% of classes on five consecutive school days. 

Similar to other skills he was working on, dealing with transitions did not require Archie to socially interact with his peers. Although Mr. Watkins considered small group instruction and role play, he decided he could teach Archie most efficiently in a 1-1 setting. Additionally, Mr. Watkins decided to use direct instruction to teach Archie to manage transitions.

• Instructional Setting: 1-1
• Instructional Method: Direct instruction

• Generalization Tactic: Train others to prompt and reinforce
• Support Strategy: Visual supports

Mr. Watkins’s Lesson on “Dealing with Transitions”

Teaching With a Visual Support

Because of Archie’s established academic skills, Mr. Watkins did not think it would take long to teach Archie to use a visual schedule (i.e., visual support). He began his 1-1 direct instruction lesson by showing Archie how the visual schedule would be used. He talked him through a daily routine and explained how he would mark off each class when he arrived. Archie would also look ahead at the next class to prepare for his next activity. Next, Mr. Watkins talked Archie through a school day. Archie pretended to arrive at class, practiced taking out materials, and checked off the pretend class. Mr. Watkins played a bell sound on his cell phone to emulate the transition experience.

Recruiting Support from the Paraprofessional

Following the lesson, Mr. Watkins trained Mr. Marquez to prompt Archie. He showed Mr. Marquez the visual schedules and gave him several extra copies to carry with him in case Archie misplaced his schedule. Mr. Watkins told Mr. Marquez to observe Archie as he arrived in class. After Archie arrived in class and took out his materials, Mr. Marquez would watch to see if Archie marked off the class period on his visual schedule. If Archie did not mark off the class within five minutes of arriving in class, Mr. Marquez would verbally or gesturally prompt him. Additionally, Mr. Marquez would use verbal or gestural prompts to remind Archie to take materials out prior to marking off the class period.