Research suggests that students spend a substantial amount of time transitioning between classroom activities, which may reduce time spent academically engaged. This study used an ABAB design to evaluate the effects of a computer‐assisted intervention that automated intervention components previously shown to decrease transition times. We examined the effects of the intervention on the latency to on‐task behavior of 4 students in 2 classrooms. Data also were collected on students' on‐task behavior during activities and teachers' use of prompts and praise statements. Implementation of the intervention substantially decreased students' latencies to on‐task behavior and increased on‐task behavior overall. Further, the 2 teachers used fewer prompts to cue students to transition and stay on task and provided more praise during intervention phases. We discuss how automating classroom interventions may affect student and teacher behavior as well as how it may increase procedural fidelity.