Graduation Year


Document Type




Degree Name

Master of Arts (M.A.)

Degree Granting Department

Child and Family Studies

Major Professor

Kwang-Sun Cho Blair, Ph.D.

Committee Member

Heather Peshak George, Ph.D.

Committee Member

Timothy Weil, Ph.D.


acoustical feedback, classroom-based intervention, implementation fidelity, school-based intervention, Tier-2 intervention, transitions


Behavior during transitions in classrooms is an area in need of additional supports in order for teachers to effectively manage classrooms. Extended transition durations, particularly transition periods between one activity and another are related to problem behavior among children in educational settings. This study evaluated the use of acoustical feedback aimed to improve transition behaviors of elementary school students, using a multiple-baseline design across participants. Teachers were trained to implement the acoustical feedback procedure. Data on teacher treatment fidelity, student transition behavior (transition duration and problem behavior), generalization probes, and social validity were collected to examine the feasibility and potential efficacy of acoustical feedback. The results indicated that the participating teachers successfully implemented the acoustical feedback procedures with high levels or moderately high levels of fidelity and their implementation of the intervention was successful in reducing problem behavior and transition duration for all three participating children. Support for generalization was strong for two teachers and their students and minimal for one teacher and her student.