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ERIC Number: EJ1179144
Record Type: Journal
Publication Date: 2018-Mar
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2154-1647
Use of Visual Supports to Increase Task Independence in Students with Severe Disabilities in Inclusive Educational Settings
Annamarie Cohen; MaryAnn Demchak
Education and Training in Autism and Developmental Disabilities, v53 n1 p84-99 Mar 2018
The present study sought to determine if systematically teaching the use of visual supports to three students identified as having moderate to severe disabilities resulted in improved task completion and independence in general education settings. For each participant, a visual support system delineated a multi-step task, which prior to the implementation of the intervention, required extensive prompting. A non-concurrent multiple baseline design across participants demonstrated that the use of visual supports paired with systematically teaching use of the visual support increased independent task completion for each student. Results, analyzed through visual analysis and calculating effect size through Tau-U, showed intervention of visual supports paired with systematic teaching of the supports was highly effective for the participants. Social validity data gathered after the completion of the study revealed that teachers and support staff viewed the visual support intervention as an effective strategy in aiding the participants' independent task completion.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Assessment Battery for Children; Scales of Independent Behavior
Grant or Contract Numbers: N/A