Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems.
Strategies that promote the independent demonstration of skills across educational settings are critical for improving the accessibility of general education settings for students with ASD. This research assessed the impact of an individual work system on the accuracy of task completion and level of...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 42; no. 10; pp. 2084 - 2100 |
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| Autores principales: | , , |
| Formato: | forms questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Springer Nature
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Strategies that promote the independent demonstration of skills across educational settings are critical for improving the accessibility of general education settings for students with ASD. This research assessed the impact of an individual work system on the accuracy of task completion and level of adult prompting across educational setting. Student accuracy and adult prompting were measured in both special and general education settings during academic work periods. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work areas. A multiple-probe-across-participants design was used to evaluate the effects of the individual work systems. All participants demonstrated increased accuracy yet required less adult support across special and general education settings. Results were maintained when measured during a 1-month follow-up probe. |
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