Using an Individual Work System to Increase Independence for Students with Autism in a Special Education Classroom in China

Autor/inn/en	Hu, Xiaoyi; Lee, Gabrielle T.; Liu, Yanhong; Wu, Manman
Titel	Using an Individual Work System to Increase Independence for Students with Autism in a Special Education Classroom in China
Quelle	In: Education and Training in Autism and Developmental Disabilities, 54 (2019) 2, S.119-131 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Foreign Countries; Elementary School Students; Students with Disabilities; Autism; Pervasive Developmental Disorders; Intervention; Special Education; Prompting; Task Analysis; Learner Engagement; Accuracy; Independent Living; Rating Scales; Intelligence Tests; Children; Grade 4; China; Childhood Autism Rating Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Benutzerführung; Aufgabenanalyse; Selbstverantwortung; Rating-Skala; Intelligence test; Intelligenztest; Child; Kind; Kinder; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	The purpose of this study was to evaluate the effects of an individual work system on student task engagement, prompts needed for task completion, and the accuracy in task completion for three students with ASD in a special education classroom in China. Three students with ASD (two girls and one boy, ages 8-9) participated in this study. A multiple-probe across participants design was used. The students independently practiced the tasks acquired during pre-experimental training in a 10 to 15-min independent work session each day. The work system was implemented for 18 days during school days until all three students maintained stable performance at a high level in their task engagement. Results indicated that task engagement was improved, teacher prompts required for task completion were reduced, and accuracy in task completion was increased for all three students, as a result of the introduction of the individual work system. Such improvements were maintained at least 1 week following the completion of the intervention. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01