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01-10-2012 | Original Paper | Uitgave 10/2012

Journal of Autism and Developmental Disorders 10/2012

Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems

Tijdschrift:
Journal of Autism and Developmental Disorders > Uitgave 10/2012
Auteurs:
Kara Hume, Joshua Plavnick, Samuel L. Odom
Belangrijke opmerkingen
This research was completed as part of the first author’s doctoral dissertation at Indiana University.

Abstract

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.

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