NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ934276
Record Type: Journal
Publication Date: 2011-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1088-3576
Effects of Task Analysis and Self-Monitoring for Children with Autism in Multiple Social Settings
Parker, Daniel; Kamps, Debra
Focus on Autism and Other Developmental Disabilities, v26 n3 p131-142 Sep 2011
In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. (Contains 5 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A