Decreasing Transition Times in a Second Grade Classroom: Scientific Support for the Timely Transitions Game

• Published in: Single-Subject Designs for School Psychologists Vol. 20; pp. 85 - 107
• Main Authors: Yarbrough, Jamie L., Skinner, Christopher H., Lee, Young Ju, Lemmons, Cathy
• Format: Book Chapter
• Language: English
• Published: United Kingdom Routledge 2004; Taylor & Francis Group
• Edition: 1
• Subjects: Educational psychology; Psychology; Withdrawal Phase; Timely Transitions Game; Single Subject Designs; Interobserver Agreement Data; Integrity Data; interdependent group contingency; experimental control; Treatment Integrity; Self-modeling Intervention; Procedural Integrity Data; Intervention Phase; BIRS; Multiple Baseline Design; Treatment Integrity Checklist; Final Intervention Phase; Behavior Management Procedures; Withdrawal design; Non-Concurrent Multiple Baseline; Multiple Probe Design; Pe Rc; Transition Times; explicit timing; Reduced Transition Time; Interdependent Group Contingencies; Treatment Integrity Data; Non-Concurrent Multiple Baseline Design; Interobserver Agreement
• ISBN: 0789028263; 9780789028266; 0789028255; 9780789028259
• DOI: 10.4324/9780203725887-6

Campbell and Skinner used an A-B design to evaluate the effects of the Timely Transitions Game (TTG) on room-to-room transitions in a sixth-grade classroom. The TTG incorporated explicit timing, publicly posted feedback, and an interdependent group contingency with randomly selected transitions and criteria. The purpose of the current study was to use scientific procedures including (a) an experimental design, (b) interobserver agreement data, (c) treatment integrity data, and 86(d) procedural integrity data to validate the efficacy of a modified TTG on after lunch hallway-to-classroom transitions in an intact second-grade classroom. Across-phase comparisons of transition times revealed clear experimental control and suggest that the TTG caused decreases in transition times. Discussion focuses on empirical case studies, validating interventions, and using interdependent group reinforcement in a classroom setting. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address: <docdelivery@haworthpress.com> Website: <http://www.HaworthPress.com> © 2004 by The Haworth Press, Inc. All rights reserved.]