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Use of Visual Supports to Increase Task Independence in Students with Severe Disabilities in Inclusive Educational Settings
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Annamarie Cohen; MaryAnn Demchak – Education and Training in Autism and Developmental Disabilities, 2018
The present study sought to determine if systematically teaching the use of visual supports to three students identified as having moderate to severe disabilities resulted in improved task completion and independence in general education settings. For each participant, a visual support system delineated a multi-step task, which prior to the…
Descriptors: Severe Disabilities, Intellectual Disability, General Education, Developmental Disabilities
Using an Individual Work System to Increase Independence for Students with Autism in a Special Education Classroom in China
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Hu, Xiaoyi; Lee, Gabrielle T.; Liu, Yanhong; Wu, Manman – Education and Training in Autism and Developmental Disabilities, 2019
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…
Descriptors: Foreign Countries, Elementary School Students, Students with Disabilities, Autism