Using Structured Work Systems to Promote Independence and Engagement for Students With Autism Spectrum Disorders
Using Structured Work Systems to Promote Independence and Engagement for Students With Autism Spectrum Disorders
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DOI：
10.1177/004005990904100401
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发表时间：
2009-03-01
影响因子：
1
通讯作者：
Borders, Christy
中科院分区：
文献类型：
--
作者：
Carnahan, Christi R.;Hume, Kara;Borders, Christy
邦兹夫人是地区自闭症专家。她，沿着与教师，治疗师，和辅助专业人员，支持自闭症谱系障碍（ASD）的学生在学前班到12年级，在一般和特殊教育环境。虽然她所服务的学生的技能差异很大，但她注意到她的许多ASD学生都有一个共同的困难，无论年龄或功能水平如何：独立功能的广泛缺陷。这影响了她最年轻的学生，因为他们学习了基本的入学准备技能，包括收集和整理材料，或完成一系列基本的活动，如着色，切割和粘合。同样的困难让她的高年级学生很难遵循更复杂的反应链，也很难管理他们所有的物品、材料和一整天的作业。邦兹夫人需要一种干预措施来解决这个困难，一种适合各种学生在各种环境中的干预措施。在仔细审查了循证实践并与同事讨论后，她决定与她的几个学生实施工作系统，这是由TEACCH司开发的结构化教学的一个要素。
Mrs. Bonds was the district autism specialist. She, along with teachers, therapists, and paraprofessionals, supported students with autism spectrum disorders (ASD) in preschool through 12th grade, across general and special education settings. Though the skills of the students she served varied tremendously, she noticed a common difficulty or many of her students with ASD, despite age or functioning level: a broad deficit in independent functioning. This impacted her youngest students as they learned basic school readiness skills, including gathering and putting away materials, or completing a basic sequence of activities, such as coloring, cutting, and gluing. This same difficulty made it hard for her older students to follow more complex response chains and manage all of their belongings, materials, and assignments throughout the day. Mrs. Bonds needed an intervention that could address this difficulty, one that would be appropriate for a variety of students in a number of settings. After careful review of evidence-based practices and discussion with colleagues, she decided to implement work systems, an element of structured teaching developed by Division TEACCH, with several of her students.