Literaturnachweis - Detailanzeige
| Autor/inn/en | O'Hara, Meghan; Hall, Laura J. |
|---|---|
| Titel | Increasing Engagement of Students with Autism at Recess through Structured Work Systems |
| Quelle | In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 4, S.568-575 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2154-1647 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Recess Breaks; Public Schools; Program Effectiveness; Elementary School Students; Special Education; Prompting; Intervention; Student Participation; Scheduling; Play; Observation; California |
| Abstract | Students with autism spectrum disorder (ASD) who attend public schools benefit from supplementary structure throughout their day, including during recess periods on the playground. The following study used a concurrent multiple-baseline design to evaluate the effects of a structured work system taught by the special education teacher using graduated guidance on the engagement of three elementary age students with ASD. Results revealed increases in engagement compared with baseline most clearly for two of the three students. The importance of incorporating prompt fading strategies when implementing any visual support system is discussed. (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 | 2017/4/10 |
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