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 she 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.

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