The impact of VAS and AAC charts on student focus

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cityu.schoolAlbright School of Education
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorClarke, Christine
dc.date.accessioned2020-06-11T21:52:16Z
dc.date.available2020-06-11T21:52:16Z
dc.date.issued2020-06-04
dc.description.abstractThis action research study investigates the use of visual activity schedules (VAS) and augmentative and alternative communication (AAC) charts in a first-grade classroom in Washington State to increase the amount of time that students are on-task during independent and whole group assignments. Students tend to display decreased on-task behavior when transitioning from one activity to another within the academic day, leading to a decreased amount of time spent learning within the classroom. Current research shows that by utilizing VAS and AAC charts within the classroom it will positively impact on-task behaviors regardless of transition. Based on current research, implementing VAS and AAC charts throughout the classroom with every student should increase on-task behavior within the classroom throughout the entire academic day.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/900
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectaction research
dc.subjectvisual activity schedules
dc.subjectaugmentative and alternative communication
dc.subjectWashington State
dc.subjectelementary education
dc.subjecton-task behavior
dc.titleThe impact of VAS and AAC charts on student focus
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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