An Individualized Adaptation to The Timely Transition Game to Reduce the Duration of a Student's Hallway Transitions

Authors

Hannah C. Anselment, St. Cloud State UniversityFollow
Agnieszka KettlewellFollow
Odessa Luna, St. Cloud State UniversityFollow

Faculty Mentor(s)

Odessa Luna

Abstract

Student inappropriate behavior can increase hallway transition duration and decrease academic time within the classroom. This study used a multiple-baseline design to examine whether an individualized Timely Transition Game (TTG) procedure would aid in the reduction of an eight-year-old’s disruptive hallway behavior and reduce the time spent transitioning between classes. Additionally, a delayed reinforcement procedure was implemented to decrease the latency to on-task behavior within the classroom. The individualized TTG procedure reduced the rate of inappropriate hallway behavior by 78% and decreased overall hallway transitions by 1.4 mins. In addition, the delayed reinforcement procedure reduced the latency to on-task behavior within the classroom by over 1 min. Maintenance probes indicated an additional 40% decrease in the duration of hallway transitions once intervention ended and a 27% decrease of the latency to on-task behavior. These procedures provide an effective means to reduce the duration and rate of inappropriate behavior of a single elementary student by use of an individualized TTG procedure.

Recommended Citation

Anselment, Hannah C.; Kettlewell, Agnieszka; and Luna, Odessa (2023) "An Individualized Adaptation to The Timely Transition Game to Reduce the Duration of a Student's Hallway Transitions," SCSU Journal of Student Scholarship: Vol. 2: Iss. 2, Article 3.
Available at: https://repository.stcloudstate.edu/joss/vol2/iss2/3