A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided.

中文翻译：

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视觉活动时间表对减少过渡延迟的影响

视觉活动时间表（VAS）与7岁因学校失学而处于危险中的非洲裔美国人（非西班牙裔）男性一起使用。ABAB退出设计用于评估VAS在过渡期间减少等待时间方面的有效性。结果表明，VAS减少了活动之间的过渡等待时间，并减少了与过渡相关的教师提示。提供了这项研究的局限性以及对从业者和研究人员的启示。