Which behavioral supports will best help a student with fragile X syndrome take the local public bus?

Which behavioral supports will best help a student with fragile X syndrome take the local public bus?

• A. Having the student maintain eye contact while practicing paying for a bus ride
• B. Helping the student identify and memorize street signs that indicate a bus stop
• C. Having the student move around a crowded classroom to practice riding on a bus
• D. Helping the student become familiar with sources of traffic noise while waiting for a bus

Answer: (B)

The key idea here is using clear, real-world cues to build a functional skill. For a student with fragile X syndrome, being able to locate a bus stop confidently starts with concrete visual prompts that map directly to the environment. Identifying and memorizing street signs that indicate a bus stop gives a reliable, transferable cue the student can recognize in different neighborhoods. This supports independence by reducing ambiguity and the need for many prompts, and it aligns with the preference for predictable, visual supports that help manage sensitivities and anxiety typical of fragile X. Why this approach fits best: recognizing bus-stop signs provides a straightforward, teachable step that leads directly to boarding the bus. It helps the student know where to wait, which is the foundation of safe and successful transit use. Rehearsal in and around actual bus stops can reinforce the cue and build generalization to new routes. Other options don’t target locating the stop itself. Trying to practice paying for a ride emphasizes money handling and social interactions rather than the location cue, which is essential for starting the trip. Practicing in a crowded classroom lacks real-world context and can overwhelm the student, hindering transfer to an actual bus ride. Focusing on traffic noise targets sensory exposure without giving a concrete, actionable cue for where to wait, board, or ride.

The key idea here is using clear, real-world cues to build a functional skill. For a student with fragile X syndrome, being able to locate a bus stop confidently starts with concrete visual prompts that map directly to the environment. Identifying and memorizing street signs that indicate a bus stop gives a reliable, transferable cue the student can recognize in different neighborhoods. This supports independence by reducing ambiguity and the need for many prompts, and it aligns with the preference for predictable, visual supports that help manage sensitivities and anxiety typical of fragile X.

Why this approach fits best: recognizing bus-stop signs provides a straightforward, teachable step that leads directly to boarding the bus. It helps the student know where to wait, which is the foundation of safe and successful transit use. Rehearsal in and around actual bus stops can reinforce the cue and build generalization to new routes.

Other options don’t target locating the stop itself. Trying to practice paying for a ride emphasizes money handling and social interactions rather than the location cue, which is essential for starting the trip. Practicing in a crowded classroom lacks real-world context and can overwhelm the student, hindering transfer to an actual bus ride. Focusing on traffic noise targets sensory exposure without giving a concrete, actionable cue for where to wait, board, or ride.