Mavropoulou, S., Papadopoulou, E., & Kakana, D. (2011). Effects of Task Organization on the Independent Play of Students with Autism Spectrum Disorders. Journal Of Autism & Developmental Disorders, 41(7), 913-925. doi:10.1007/s10803-010-1116-6
This research was a qualitative research. It was in a controlled environment, and the students were tested by themselves. They were not observed doing these skills within the classroom. This study wanted to look at the impact of task organization. For this study, two male elementary students were chosen. Both of these boys attended the same self-contained classroom for students with moderate and severe disabilities. These students were used to using graphics for a daily schedule, but not in how to follow direction to independently complete tasks. The students were taken in a room individually, and working for fifteen minutes …show more content…
The participants were 55 preschoolers, which was a mixed group of children with autism spectrum disorder and children with other disabilities like Down syndrome, cerebral palsy, ADHD, and emotional/ behavioral disorder. The researchers were looking at play and joint attention in students with autism spectrum disorder verses students with other disabilities. The researchers observed the classroom, conducted a structured play assessment, early social-communication scales, Mullen scales of early learning, asked the parents to complete demographic information, and asked the teacher to complete a survey. The research concluded that children with autism spectrum disorder are spending a lot of time in the classroom unengaged. Another finding was, in a typical preschool, teachers are to teach students independents and teachers become a facilitator by setting up centers so children can independently play and learn. However, children with autism spectrum disorder needed more socialization assistance. They need more help and structure to inter act with their
This research was a qualitative research. It was in a controlled environment, and the students were tested by themselves. They were not observed doing these skills within the classroom. This study wanted to look at the impact of task organization. For this study, two male elementary students were chosen. Both of these boys attended the same self-contained classroom for students with moderate and severe disabilities. These students were used to using graphics for a daily schedule, but not in how to follow direction to independently complete tasks. The students were taken in a room individually, and working for fifteen minutes …show more content…
The participants were 55 preschoolers, which was a mixed group of children with autism spectrum disorder and children with other disabilities like Down syndrome, cerebral palsy, ADHD, and emotional/ behavioral disorder. The researchers were looking at play and joint attention in students with autism spectrum disorder verses students with other disabilities. The researchers observed the classroom, conducted a structured play assessment, early social-communication scales, Mullen scales of early learning, asked the parents to complete demographic information, and asked the teacher to complete a survey. The research concluded that children with autism spectrum disorder are spending a lot of time in the classroom unengaged. Another finding was, in a typical preschool, teachers are to teach students independents and teachers become a facilitator by setting up centers so children can independently play and learn. However, children with autism spectrum disorder needed more socialization assistance. They need more help and structure to inter act with their