This study sought to reduce the within classroom transition time of eight students with autism spectrum disorder (ASD). For the first known time in an experimental study, music (song) was deliberately used within a video modeling intervention to reduce the time taken for all students to transition from a daily morning meeting to learning centers. An A-B-A-B withdrawal with follow-up design was used to measure intervention effects. Results indicate that the intervention effectively reduced student transition time given that no overlapping data points were present between the baseline phases and then intervention and maintenance phases. Study conclusions are provided, as well as implications for practice and study limitations. Future researchers are encouraged to conduct a component analysis to establish the differential effects of the visual versus the musical component of the intervention.

中文翻译：

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使用融入音乐的视频建模干预减少课堂过渡时间

本研究旨在减少八名患有自闭症谱系障碍 (ASD) 的学生在课堂内的过渡时间。在一项实验性研究中，第一次已知的时间是在视频建模干预中故意​​使用音乐（歌曲），以减少所有学生从每日晨会过渡到学习中心所需的时间。带有后续设计的 ABAB 退出用于衡量干预效果。结果表明，鉴于基线阶段与干预和维护阶段之间不存在重叠数据点，干预有效地减少了学生过渡时间。提供了研究结论，以及对实践和研究局限性的影响。