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ERIC Number: EJ1152176
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1941-1243
Use of Perceive, Recall, Plan, Perform Stage Two Cognitive Task Analysis for Students with Autism and Intellectual Disability: The Impact of a Sensory Activity Schedule
Mills, Caroline; Chapparo, Christine
Journal of Occupational Therapy, Schools & Early Intervention, v10 n3 p232-253 2017
The aim of this study was to determine the impact of a classroom sensory activity schedule (SAS) on cognitive strategy use during task performance. This work studies a single-system AB research design with seven students with autism and intellectual disability. Repeated measures using the Perceive, Recall, Plan and Perform (PRPP) Cognitive Task Analysis were taken during Phase A (teaching) and Phase B (teaching and SAS). Improvements in PRPP total scores and planning subscores were achieved for some students after use of the SAS. SAS may contribute to improved classroom cognitive strategy use for some students with autism and intellectual disability.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A