Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM and SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.

有广泛支持需求的学生通常需要跨领域的强化个性化指导。研究表明，当使用基于证据的实践来教授独立的过渡技能时，具有广泛支持需求的学生可以实现更大的独立性。这项研究调查了视频自建模（VSM）和最小提示系统（SLP）对过渡性例程的独立完成的影响，这些学生在包容性学校环境中有广泛的支持需求。通过使用VSM和SLP，学生学会了以更大的独立性完成三个过渡例程。还测量了独立过渡技能向音乐课的推广。结果表明，VSM和SLP干预与过渡程序的独立完成之间存在功能关系。