Effects of Visual Activity Schedule on Decreasing Transition Latency

A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study and implications for practitioners and researchers are provided.

Efektifitas individual work system untuk meningkatkan kemandirian penyelesaian tugas anak dengan autisme

Individual work systems develop independence by organizing tasks and activities that can be carried out by individuals with ASD (Autism Spectrum Disorder). This research develops a work system that can help organize the task using the visual-spatial strengths of children with ASD.The aim of this study is to investigate the effectiveness of Individual Work System for students with ASD making easier to understand the given instructions and respond appropriately. The research is being conducted by applying individual work system for students with ASD to improve completing the task. This research uses quasi experimental using reversal design A-B design in five subjects diagnosed with mild autism, aged elementary school, had problems in completing the tasks and have ability to simple instruction. The data collection tool uses observations that assess off-task/on-task behavior, teacher prompting, task completion. Data obtained were analyzed using the non-parametric Wilcoxon statistical test. The result showed that the intervention using that idividual work system was effective increase independence of task completion for student with autism. Keywords: Autism spectrum disorder (ASD); Independence of task completion; Individual work system AbstrakIndividual work systems atau sistem kerja individu mengembangkan kemandirian dengan cara mengorganisasikan tugas dan aktivitas yang dapat dipahami oleh individu dengan ASD (Autism Spectrum Disorder). Penelitian ini bertujuan untuk menguji efektivitas Individual Work System siswa dengan (ASD). Penelitian ini menciptakan struktur kerja yang dapat membantu mengorganisir penugasan yang dilakukan dengan memanfaatkan kekuatan visual-spasial anak ASD. Kurangnya kemandirian pada anak ASD terlihat pada seringkali guru membantu atau mengarahkan anak ASD dalam menyelesaikan tugas. Penelitian ini bertujuan untuk menguji efektifitas Individual Work System anak dengan ASD sehingga lebih mudah memahami intruksi yang diberikan dan berespon dengan tepat. Penelitian ini menggunakan desain reversal dengan jenis A-B design pada lima orang subjek yang telah didiagnosis autisme sedang, berusia sekolah dasar, mempunyai permasalahan dalam penyelesaian tugas dan telah mampu mengikuti perintah sederhana. Alat pengumpulan data menggunakan observasi yang disusun oleh peneliti yang terdiri dari respon off-task/on-task, teacher prompting, dan task completion. Data penelitian dianalisis dengan menggunakan uji statistik non-parametric Wilcoxon. Hasil analisis data statistik menunjukkan bahwa individual work system efektif meningkatkan kemandirian penyelesaian tugas anak ASD. Kata kunci: Autism spectrum disorder (ASD); Individual work system; Kemandirian penyelesaian tugas.

Effects of Teaching Preschool Peers to Use the Mand-Model Procedure During Snack Activities

This investigation was designed to evaluate the effects of scripted direct instruction sessions, role playing with an adult and another child, feedback, in vivo teacher prompting, and praise on typically developing preschoolers’ use of the mand-model procedure; and to evaluate the effects of that use on the communication behavior of their peers with disabilities during snack activities. Six children, three with typical development and three with disabilities, participated in the study. They were grouped in three dyads during snack time, and the use of the mand-model procedure by the typical children and the responses of the children with disabilities were measured. A multiple probe design across subjects was used. The results indicated that (a) the typically developing preschoolers learned to use the mand-model procedure, (b) the preschoolers with disabilities responded to the mands and models after their peers began to use the procedure, (c) inappropriate behavior by the children with disabilities increased with the introduction of the mand-model procedure and then subsided, and d) unprompted requests increased for two of the three children with disabilities.