ERIC Number: EJ1045784
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Increasing Engagement of Students with Autism at Recess through Structured Work Systems
O'Hara, Meghan; Hall, Laura J.
Education and Training in Autism and Developmental Disabilities, v49 n4 p568-575 Dec 2014
Students with autism spectrum disorder (ASD) who attend public schools benefit from supplementary structure throughout their day, including during recess periods on the playground. The following study used a concurrent multiple-baseline design to evaluate the effects of a structured work system taught by the special education teacher using graduated guidance on the engagement of three elementary age students with ASD. Results revealed increases in engagement compared with baseline most clearly for two of the three students. The importance of incorporating prompt fading strategies when implementing any visual support system is discussed.
Descriptors: Autism, Pervasive Developmental Disorders, Recess Breaks, Public Schools, Program Effectiveness, Elementary School Students, Special Education, Prompting, Intervention, Student Participation, Scheduling, Play, Observation
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: H325K080108