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- Publisher
- Springer Journals
- Copyright
- Copyright © 2012 by Springer Science+Business Media, LLC
- Subject
- Psychology; Child and School Psychology; Neurosciences; Pediatrics; Public Health
- ISSN
- 0162-3257
- eISSN
- 1573-3432
- DOI
- 10.1007/s10803-012-1457-4
- pmid
- 22302509
- Publisher site
- See Article on Publisher Site
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.
Journal
Journal of Autism and Developmental Disorders – Springer Journals
Published: Feb 3, 2012