A visual activity schedule was used with a 7-year-old African-American male at-risk for Emotional Behavioral Disorder to promote appropriate transitions at school. An A-B-A-B withdrawal design was used to assess the effectiveness of a visual activity schedule on decreasing latency between four transitions that took place in the classroom. Results suggested that using a visual activity schedule decreased the amount of time it took the student to transition between activities. Limitations, and future research suggestions are provided
