Effects of using a photographic cueing package during routine school transitions with a child who has autism

Making successful transitions from one activity to another is difficult for many children, particularly those who have cognitive, language, or behavioral disabilities. Appropriately terminating one activity and initiating another in a timely fashion is a skill important for young children to learn prior to entering kindergarten. The efficacy of teaching a young child labeled as having autism to make successful transitions in daily routines in three different school settings through the use of photographic cue package was examined. A multiple baseline across-settings design was used to evaluate the efficacy of the intervention. Implications for the use of photographic cue packages in teaching a variety of activities to young children are discussed.