Help me give my students the gift of independence. Storage carts will house individual student's independent work tasks to be completed. Easy access to tasks will allow for greater success.
I teach an Early Childhood Special Education Applied Behavior Analysis (ABA) class for 3-5 year olds with Autism Spectrum Disorders (ASD). ABA is the science in which the principles of the analysis of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change.
The desire for, and movement towards independence, is a typical developmental milestone for children.
The feeling of accomplishment and competence is meaningful and motivating to children as they begin to complete tasks with minimal adult prompting or guidance. This desire for independence is certainly present in children with ASD. Reaching the maximum level of independence, however, has proved more difficult. The goal of independence is a priority for all children, yet when working with children with ASD, independence is the key to successful community inclusion and future employment.
My Project
Storage carts will help organize students' independent work systems. A strategy that addresses independence as an essential outcome for students with Autism. A work system, an element of structured teaching, is defined by Division TEACCH® as a systematic and organized presentation of tasks and materials that visually communicates at least four pieces of information to the student.
The tasks/steps the student is supposed to do.
What is the nature of the task? Does it involve sorting by shape, writing an address, making popcorn, or recycling cans?
How many tasks/steps there are to be completed. Visually represent how much work is to be done. If a student is to cut 10 coupons, give only 10 coupons so he/she can visualize completion. Steps may be represented by more abstract cues such as numbers, shapes, poker chips, or pictures of high interest items, such as Thomas the Train cars.
How the student knows he/she is finished. The student should independently recognize the end of the activity through the structure within the task, use of a finished box, timer, or other visual cue such as a stop sign.
What to do when he/she is finished. Indicate next scheduled activity. May need to use a highly desired item/activity to increase motivation, though often being “finished” is motivating enough.
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