From the abstract: "Mr. Wright, a special educator, and Ms. Gomez, a general educator, were co-teachers in a fifth-grade classroom. A month into the new school year, they recognized that their classroom was not functioning as smoothly as they had hoped. Mr. Wright and Ms. Gomez were comfortable differentiating the curriculum to meet the academic needs of their learners. However, this year, one of their students was struggling. Sara, a student with autism spectrum disorder (ASD), was academically on grade level. However, she was not participating in lessons or interacting with her peers at recess and frequently ended up in tears during the school day. The teachers knew that they needed to make some changes to better support Sara. After collecting data for several days, Mr. Wright and Ms. Gomez recognized that the frequent transitions during their daily class schedule presented a significant challenge for Sara. Transitions often led to a series of time-consuming, reactionary strategies to help Sara get back on task, ultimately affecting the quantity of instruction that she received and the overall quality of her day."