Decreasing Students' Reliance on Adults: A Strategic Guide for Teachers of Students With Autism Spectrum Disorders

被引:14
|
作者
Milley, Allison [2 ]
Machalicek, Wendy [1 ]
机构
[1] Univ Oregon, Coll Educ, Eugene, OR 97403 USA
[2] Univ Wisconsin, Madison, WI USA
关键词
activity schedules; autism; peer supports; tactile prompts; ACTIVITY SCHEDULES; SOCIAL INTERACTIONS; CURRENT DIMENSIONS; SELF-MANAGEMENT; CHILDREN; INTERVENTIONS; SCHOOL; SKILLS; INITIATIONS; BEHAVIORS;
D O I
10.1177/1053451212449739
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
Students with autism spectrum disorders (ASD) often lack independent task initiation skills, have difficulty staying actively engaged in academic tasks, and may require prompting to complete and transition between tasks or activities. In response to these difficulties, teachers often provide additional attention to students in the form of frequent verbal prompts and individual support. Unfortunately, these instructional strategies may have negative academic and social implications as students become dependent on adults for prompts and social supports. This article highlights the importance of fostering student independence for students with ASD and presents three evidence-based strategies to improve student task engagement and decrease reliance on adult prompts: activity schedules, tactile prompting, and peer support interventions.
引用
收藏
页码:67 / 75
页数:9
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