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Abstract

Transitions comprise a substantial portion of the school day in early childhood classrooms. A unique aspect of these transitions, when compared with transitions occurring throughout grade-school classrooms, is the emphasis on restoring toys and materials to their original place prior to moving to a new activity or area of the classroom. To support young children who are struggling with the “cleaning-up” aspect of transitions, we used a series of single-case multiple probe designs to evaluate the effectiveness of video models with teacher narration presented during center-based transitions in an inclusive preschool classroom. In addition, to understand the extent to which the intervention yielded evidence of generalized learning, we evaluated children’s behavior across untrained centers within the context of an experimental single-case design. Results indicated that children acquired, maintained, and generalized cleaning behaviors across centers. Replications of this research are warranted to validate the utility of video models with teacher narration to address cleaning and transition-related behaviors in early childhood classrooms.

Keywords

clean-up centers preschool video modeling transition generalization

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Using Video Models to Support Generalized Center Transitions in Inclusive Preschool Classrooms

Abstract

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