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Abstract: Transition can refer to the termination of one activity and initiation of another activity or movement across locations. Transitioning is a fundamental skill required for independence. However, individuals with developmental disabilities often require direct additional instruction to ensure their independent transitioning. Video modeling, an intervention in which a person in a video performs a desired behavior for the viewer to imitate, increasingly appears in studies of individuals with developmental disabilities. The effectiveness of video models in assisting individuals with developmental disabilities transition is unclear, however. This article systematically reviewed research between 1999 and 2019 that used video models to increase the independent transitioning of individuals with developmental disabilities. Identified studies (n = 8) reported mixed findings on the independent transitioning ofparticipants. Implications for practitioners and future directions are discussed following an overview offindings.
Transitioning, defined as a change in tasks, instruction, or settings, represents an important skill for many aspects of daily life (Hall et al., 2019; Hume et al., 2014; Kellems & Morningstar, 2012). The cognitive and physical challenges associated with developmental disabilities, which include autism spectrum disorders (ASD) and Down syndrome (DS), may impede independent transitioning in many settings (Zablotsky et al., 2017). For example, children with ASD may rigidly adhere to a given routine, leading to the exhibition of aggressive behavior (e.g., hand biting, screaming) designed to escape transition to new activities (Angell et al., 2011; Spriggs et al., 2015). Problem behaviors during transitions are concerning because they can harm the person emitting the behavior and those nearby (Brewer et al., 2014). In addition, problems with transitioning can impede the development of social skills and engagement in both instructional and leisure activities.
Transitioning from activity to activity is important for living independently for individuals with developmental disabilities, when the movement between activities pertaining to leisure or employment cannot be monitored (Brewer et al., 2014). Smooth transition characterized by low levels of problem behavior (e.g., hand-biting) can lead to a greater engagement in a wide range of experiences (Spriggs et al., 2015). Transitioning efficiently is an important activity for individuals with developmental disabilities because it can lead to more time for active engagement in class, which then may lead to higher academic achievement (Hine et al., 2015). As students are generally...