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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-10-2012 | Original Paper

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

Auteurs: Kara Hume, Joshua Plavnick, Samuel L. Odom

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2012

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.

vorige artikel Do Children with Specific Language Impairment have a Cognitive Profile Reminiscent of Autism? A Review of the Literature

volgende artikel Patterns of Autobiographical Memory in Adults with Autism Spectrum Disorder

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Titel: Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems
Auteurs: Kara Hume
Joshua Plavnick
Samuel L. Odom
Publicatiedatum: 01-10-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-012-1457-4

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