ERIC Number: EJ980385
Record Type: Journal
Publication Date: 2012-Oct
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3257
EISSN: N/A
Promoting Task Accuracy and Independence in Students with Autism across Educational Setting through the Use of Individual Work Systems
Hume, Kara; Plavnick, Joshua; Odom, Samuel L.
Journal of Autism and Developmental Disorders, v42 n10 p2084-2099 Oct 2012
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.
Descriptors: Autism, Prompting, Pervasive Developmental Disorders, Regular and Special Education Relationship, Followup Studies, Disabilities
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B090005