Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 6/2007

01-07-2007 | Original Paper

Effects of an Individual Work System on the Independent Functioning of Students with Autism

Auteurs: Kara Hume, Sam Odom

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2007

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

This study examined the effects of a work system on the independent work and play skills of students with autism. 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 or play areas. A single subject withdrawal of treatment design, with replications across three participants, was used to assess the on-task behavior and work completion skills of the students in classroom and employment settings as a result of the intervention. Observational data indicated that all students showed increases in on-task behavior, increases in the number of tasks completed or play materials utilized, and reduction of teacher prompts. The results were maintained through the 1-month follow-up.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders, 4th ed. Washington, DC. American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders, 4th ed. Washington, DC.
go back to reference Bondy, A., & Frost, L. (2001). The picture exchange communication system. Behavior Modification, 25, 725–795. PubMedCrossRef Bondy, A., & Frost, L. (2001). The picture exchange communication system. Behavior Modification, 25, 725–795. PubMedCrossRef
go back to reference Brooks, A., Todd, A., Tofflemoyer, S., & Horner, R. (2003). Use of functional assessment and a self-management package to increase academic engagement and work completion. Journal of Positive Behavior Interventions, 5, 144–152. Brooks, A., Todd, A., Tofflemoyer, S., & Horner, R. (2003). Use of functional assessment and a self-management package to increase academic engagement and work completion. Journal of Positive Behavior Interventions, 5, 144–152.
go back to reference Bruininks, R., Woodcock, R., Weatherman, R., & Hill, B. (1984). Scales of independent rehavior-revised. Itasca, IL: Riverside Publishing. Bruininks, R., Woodcock, R., Weatherman, R., & Hill, B. (1984). Scales of independent rehavior-revised. Itasca, IL: Riverside Publishing.
go back to reference Coyle, C., Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual and Developmental Disabilities, 29, 3–15. CrossRef Coyle, C., Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual and Developmental Disabilities, 29, 3–15. CrossRef
go back to reference Dettmer, S., Simpson, R., Myles, B., & Ganz, J. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–170. Dettmer, S., Simpson, R., Myles, B., & Ganz, J. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–170.
go back to reference Dunlap, G., & Johnson, J. (1985). Increasing the independent responding of autistic children with unpredictable supervision. Journal of Applied Behavior Analysis, 18, 227–236. PubMedCrossRef Dunlap, G., & Johnson, J. (1985). Increasing the independent responding of autistic children with unpredictable supervision. Journal of Applied Behavior Analysis, 18, 227–236. PubMedCrossRef
go back to reference Dunlap, G., Koegel, R., Johnson, J., & O’Neill, R. (1987). Maintaining performance of autistic children in community settings using delayed contingencies. Journal of Applied Behavior Analysis, 20, 185–191. PubMedCrossRef Dunlap, G., Koegel, R., Johnson, J., & O’Neill, R. (1987). Maintaining performance of autistic children in community settings using delayed contingencies. Journal of Applied Behavior Analysis, 20, 185–191. PubMedCrossRef
go back to reference Dunn, W. (1999). The sensory profile: A discriminating measure of sensory processing in daily life. Sensory Integration Special Interest Section Quarterly, 20. Bethesda, Maryland: American Occupational Therapy Association. Dunn, W. (1999). The sensory profile: A discriminating measure of sensory processing in daily life. Sensory Integration Special Interest Section Quarterly, 20. Bethesda, Maryland: American Occupational Therapy Association.
go back to reference Elliott, C. D. (1990). DAS administration and scoring Manual. San Antonio TX: The Psychological Corporation. Elliott, C. D. (1990). DAS administration and scoring Manual. San Antonio TX: The Psychological Corporation.
go back to reference Giangreco, M., & Broer, S. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20, 10–26. Giangreco, M., & Broer, S. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20, 10–26.
go back to reference Heflin, J., & Alberto, P. (2001). Establishing a behavioral context for learning for students with ASD. Focus on Autism and Other Developmental Disabilities, 16, 93–102. Heflin, J., & Alberto, P. (2001). Establishing a behavioral context for learning for students with ASD. Focus on Autism and Other Developmental Disabilities, 16, 93–102.
go back to reference Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179. Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
go back to reference Horner, R., Carr, E., Strain, P., Todd, A., & Reed, H. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 423–446. PubMedCrossRef Horner, R., Carr, E., Strain, P., Todd, A., & Reed, H. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 423–446. PubMedCrossRef
go back to reference Ivey, M., Heflin, J., & Alberto, P. (2004). The use of social stories to promote independent behaviors in novel events for children with PDD-NOS. Focus on Autism and Other Developmental Disabilities, 19, 164–176. Ivey, M., Heflin, J., & Alberto, P. (2004). The use of social stories to promote independent behaviors in novel events for children with PDD-NOS. Focus on Autism and Other Developmental Disabilities, 19, 164–176.
go back to reference Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 150–166. Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 150–166.
go back to reference Johnson, B., & Cuvo, A. (1981). Teaching mentally retarded adults to cook. Behavior Modification, 5, 187–202. CrossRef Johnson, B., & Cuvo, A. (1981). Teaching mentally retarded adults to cook. Behavior Modification, 5, 187–202. CrossRef
go back to reference Kazdin, A. (1977). Assessing the clinical or applied importance of behavior change through social validation. Behavior Modification, 1, 427–452. CrossRef Kazdin, A. (1977). Assessing the clinical or applied importance of behavior change through social validation. Behavior Modification, 1, 427–452. CrossRef
go back to reference Kazdin, A. (1982). Single-case research designs. New York: Oxford University Press. Kazdin, A. (1982). Single-case research designs. New York: Oxford University Press.
go back to reference Keel, J., Mesibov, G., & Woods, A. (1997). TEACCH supported employment program. Journal of Autism and Developmental Disorders, 27, 3–9. PubMedCrossRef Keel, J., Mesibov, G., & Woods, A. (1997). TEACCH supported employment program. Journal of Autism and Developmental Disorders, 27, 3–9. PubMedCrossRef
go back to reference Krantz, P., MacDuff, M., & McClannahan, L. (1993). Programming participation in family activities for children with autism: Parent’s use photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137–138. PubMedCrossRef Krantz, P., MacDuff, M., & McClannahan, L. (1993). Programming participation in family activities for children with autism: Parent’s use photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137–138. PubMedCrossRef
go back to reference Koegel, L., Carter, C., & Koegel, R. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23, 134–145. CrossRef Koegel, L., Carter, C., & Koegel, R. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23, 134–145. CrossRef
go back to reference Lewis, V., & Boucher, J. (1995). Generativity in the play of young people with autism. Journal of Autism and Developmental Disorders, 25, 105–121. PubMedCrossRef Lewis, V., & Boucher, J. (1995). Generativity in the play of young people with autism. Journal of Autism and Developmental Disorders, 25, 105–121. PubMedCrossRef
go back to reference Lewis, V., & Boucher, J. (1988). Spontaneous, instructed, and elicited play in relatively able autistic children. British Journal of Developmental Psychology, 6, 325–338. Lewis, V., & Boucher, J. (1988). Spontaneous, instructed, and elicited play in relatively able autistic children. British Journal of Developmental Psychology, 6, 325–338.
go back to reference Lord, C., Rutter, M., DiLavore, P., & Risi, S. (1999). Autism diagnostic observation schedule. Los Angeles, CA: Western Psychological Services. Lord, C., Rutter, M., DiLavore, P., & Risi, S. (1999). Autism diagnostic observation schedule. Los Angeles, CA: Western Psychological Services.
go back to reference MacDuff, G., Krantz, P., & McClannahan, L. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97. PubMedCrossRef MacDuff, G., Krantz, P., & McClannahan, L. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97. PubMedCrossRef
go back to reference Marholin, D., & Steinman, L. (1977). Stimulus controls in the classroom as a function of behavior reinforcers. Journal of Applied Behavior Analysis, 10, 456–478. CrossRef Marholin, D., & Steinman, L. (1977). Stimulus controls in the classroom as a function of behavior reinforcers. Journal of Applied Behavior Analysis, 10, 456–478. CrossRef
go back to reference Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Plenum Press. Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Plenum Press.
go back to reference National Research Council (2001). Educating Children with Autism. Committee on Educational Interventions for Children with Autism. In C. Lord, & J. P. McGee (Eds.), Division of behavioral and social sciences and education. Washington DC: National Academy Press. National Research Council (2001). Educating Children with Autism. Committee on Educational Interventions for Children with Autism. In C. Lord, & J. P. McGee (Eds.), Division of behavioral and social sciences and education. Washington DC: National Academy Press.
go back to reference Neisworth J., & Wolfe P. (Eds.) (2004). The autism encyclopedia. Baltimore, MD: Brookes Publishing. Neisworth J., & Wolfe P. (Eds.) (2004). The autism encyclopedia. Baltimore, MD: Brookes Publishing.
go back to reference Norgate, R. (1998). Reducing self injurious behavior in a child with severe learning difficulties: Enhancing predictability and structure. Educational Psychology in Practice, 14, 176–182. Norgate, R. (1998). Reducing self injurious behavior in a child with severe learning difficulties: Enhancing predictability and structure. Educational Psychology in Practice, 14, 176–182.
go back to reference Olley, G. (1999). Curriculum for students with autism. School Psychology Review, 28, 595–608. Olley, G. (1999). Curriculum for students with autism. School Psychology Review, 28, 595–608.
go back to reference Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28, 25–32. PubMedCrossRef Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28, 25–32. PubMedCrossRef
go back to reference Panerai, S., Ferrante, L., & Caputo, V. (1997). The TEACCH strategy in mentally retarded children with autism: A multidimensional assessment. Journal of Autism and Developmental Disorders, 27, 345–347. PubMed Panerai, S., Ferrante, L., & Caputo, V. (1997). The TEACCH strategy in mentally retarded children with autism: A multidimensional assessment. Journal of Autism and Developmental Disorders, 27, 345–347. PubMed
go back to reference Panerai, S., Ferrante, L., Caputo, V., & Impellizzeri, C. (1998). Use of structured teaching for treatment of children with autism and severe and profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 367–374. Panerai, S., Ferrante, L., Caputo, V., & Impellizzeri, C. (1998). Use of structured teaching for treatment of children with autism and severe and profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 367–374.
go back to reference Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) programme as compared with a non-specific approach. Journal of Intellectual Disability Research, 46, 318–327. PubMedCrossRef Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) programme as compared with a non-specific approach. Journal of Intellectual Disability Research, 46, 318–327. PubMedCrossRef
go back to reference Pelios, L., MacDuff, G., & Axelrod, S. (2003). The effects of a treatment package in establishing independent work skills in children with autism. Education and Treatment of Children, 26, 1–21. Pelios, L., MacDuff, G., & Axelrod, S. (2003). The effects of a treatment package in establishing independent work skills in children with autism. Education and Treatment of Children, 26, 1–21.
go back to reference Pierce, K., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481. PubMedCrossRef Pierce, K., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481. PubMedCrossRef
go back to reference Reinhartsen, D., Garfinkle, A., & Wolery, M. (2002). Engagement with toys in 2-year-old children with autism: Teacher selection vs. child choice. Research and Practice for Persons with Severe Disabilities, 27, 175–187. CrossRef Reinhartsen, D., Garfinkle, A., & Wolery, M. (2002). Engagement with toys in 2-year-old children with autism: Teacher selection vs. child choice. Research and Practice for Persons with Severe Disabilities, 27, 175–187. CrossRef
go back to reference Reynolds, C., & Kampaus, R. (1992). Behavior assessment systems for children. Circle Pines, MN: American Guidance Services. Reynolds, C., & Kampaus, R. (1992). Behavior assessment systems for children. Circle Pines, MN: American Guidance Services.
go back to reference Roid, G., & Miller, L. (1997). Leiter international performance scale-revised. Wood Dale, IL: Sterling. Roid, G., & Miller, L. (1997). Leiter international performance scale-revised. Wood Dale, IL: Sterling.
go back to reference Rutter, M., & Bartak, L. (1973). Special educational treatment of autistic children: A comparative study II: Follow-up findings and implications for services. Journal of Child Psychiatry and Psychology, 14, 241–270. CrossRef Rutter, M., & Bartak, L. (1973). Special educational treatment of autistic children: A comparative study II: Follow-up findings and implications for services. Journal of Child Psychiatry and Psychology, 14, 241–270. CrossRef
go back to reference Schopler, E., Mesibov, G., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler, & G. Mesibov (Eds.), Learning and cognition in Autism (pp. 243–268). New York: Plenum Press. Schopler, E., Mesibov, G., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler, & G. Mesibov (Eds.), Learning and cognition in Autism (pp. 243–268). New York: Plenum Press.
go back to reference Schopler, E., Reichler, J., Bashford, A., Lansing, M., & Marcus, L. (1990). Psychoeducational profile revised. Autisn, TX: Pro-Ed. Schopler, E., Reichler, J., Bashford, A., Lansing, M., & Marcus, L. (1990). Psychoeducational profile revised. Autisn, TX: Pro-Ed.
go back to reference Schopler, E., Reichler, J., & Renner, B. (1988). The childhood autism rating scale. Los Angeles: Western Psychological Services. Schopler, E., Reichler, J., & Renner, B. (1988). The childhood autism rating scale. Los Angeles: Western Psychological Services.
go back to reference Schopler, E., & Reichler, R. J. (1971). Parents as cotherapists in the treatment of psychotic children. Journal of Autism and Childhood Schizophrenia, 1, 87–102. PubMedCrossRef Schopler, E., & Reichler, R. J. (1971). Parents as cotherapists in the treatment of psychotic children. Journal of Autism and Childhood Schizophrenia, 1, 87–102. PubMedCrossRef
go back to reference Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland adaptive behavior scales: Interview edition. Circle Pines, MN: American Guidance Service. Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland adaptive behavior scales: Interview edition. Circle Pines, MN: American Guidance Service.
go back to reference Stahmer, A., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management package. Journal of Applied Behavior Analysis, 25, 447–459. PubMedCrossRef Stahmer, A., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management package. Journal of Applied Behavior Analysis, 25, 447–459. PubMedCrossRef
go back to reference Stone, W., Lemanek, K., Fishel, P., Fernandez, M., Altemeier, W. (1990). Play and imitation Skills in the diagnosis of autism in young children with autism. Pediatrics, 86, 267–272. PubMed Stone, W., Lemanek, K., Fishel, P., Fernandez, M., Altemeier, W. (1990). Play and imitation Skills in the diagnosis of autism in young children with autism. Pediatrics, 86, 267–272. PubMed
go back to reference Tabor, T., Seltzer, A., Heflin, J., & Alberto, P. (1999). Use of self-operated auditory prompts to decrease off-task behavior for a student with autism and moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 14, 159–168. CrossRef Tabor, T., Seltzer, A., Heflin, J., & Alberto, P. (1999). Use of self-operated auditory prompts to decrease off-task behavior for a student with autism and moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 14, 159–168. CrossRef
go back to reference Terpstra, J., Higgins, K., & Pierce, T. (2002). Can I play? Classroom-based interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17, 119–128. Terpstra, J., Higgins, K., & Pierce, T. (2002). Can I play? Classroom-based interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17, 119–128.
go back to reference Wehman, P. (1977). Research on leisure time and severely developmentally disabled. Rehabilitation Literature, 38, 98–105. PubMed Wehman, P. (1977). Research on leisure time and severely developmentally disabled. Rehabilitation Literature, 38, 98–105. PubMed
go back to reference Williams, E., Reddy, V., & Costall, A. (2001). Taking a closer look at functional play in children with autism. Journal of Autism and Developmental Disorders, 31, 67–78. PubMedCrossRef Williams, E., Reddy, V., & Costall, A. (2001). Taking a closer look at functional play in children with autism. Journal of Autism and Developmental Disorders, 31, 67–78. PubMedCrossRef
Metagegevens
Titel
Effects of an Individual Work System on the Independent Functioning of Students with Autism
Auteurs
Kara Hume
Sam Odom
Publicatiedatum
01-07-2007
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2007
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-006-0260-5

Andere artikelen Uitgave 6/2007

Journal of Autism and Developmental Disorders 6/2007 Naar de uitgave