Increasing Independence of Adults With Autism

in Community Activities: A Brief, Embedded Teaching StrategyMarsha B. Parsons, M.A., J. Iverson Riddle Center, Morganton, North Carolina Dennis H. Reid, Ph.D., BCBA, Carolina Behavior Analysis and Support Center
L. Perry Lattimore, M.A., J. Iverson Riddle Center

社區支持

emphasis on the skill-acquisition needs of people with severe disabilities

teach them skills necessary to participate in ongoing activities

many staff have been observed doing things for individuals, such as ordering their food in fast food restaurants, pick- ing up their tickets prior to entering a movie theater, and opening doors to stores. In these situations, people with severe disabilities tend to fill passive community roles and are prohibited from learning functional skills (Sowers & Powers).特殊兒童獨立性差，過度依賴他人，多事情父母/大人包辦，孩子缺少鍛鍊的機會

很多父母覺得讓孩子做，教孩子去做很費時間，還不如自己幫他做一下來得快

挑選步驟少能快速完成的任務

The least independent (recorded as “0”) was no opportunity to perform due to the activity being completed by the job coach. The next least independent (recorded as “1”) was a supported worker completing the activity with full physical guidance by the job coach in which the coach maintained physical contact with the worker and guided all worker behavior necessary to complete the activity. A recording of “2” represented more independence in terms of the worker completing the activity with partial physical guidance by the job coach, through which the coach physically guided some but not all of the behaviors to complete the activity. A recording of “3” represented increased independence relative to the preceding categories by the worker completing the behavior following descriptive gestures by the job coach. Finally, a recording of “4” represented the most independence in terms of the worker completing the behavior in response to an instruction to complete the activity.再加一個5，不需要任何提示，獨立完成

SWAT Support, an acronym for “say, wait and watch, act out, and touch to guide.”

Step 1 (say) involved the job coach vocally instructing the worker to per- form the target activity (e.g., “Mel, turn on the radio”). Step 2 (wait and watch) involved waiting at least 3 s for the worker to initiate the task. If the worker did not initiate the first behavior to complete the activity, Step 3 (act out) involved the job coach gesturing the motions necessary to complete the activity (e.g., walking toward and pointing to the radio) while describing the steps and repeating Step 2 (wait and watch). If the worker still did not initiate the first behavior, Step 4 (touch to guide) involved the job coach providing physical assistance by plac- ing his hand(s) on the worker’s hand(s) or arm(s) and guiding the worker through part of the first behavior in the activity and then removing his hand(s) to within 8 cm of the worker’s arm(s) or hand(s).發指令，等待觀察，示範，手把手教（重複上一步驟，知道全部步驟能串連起來）

帶孩子去超市購物，讓孩子幫忙從貨架上取東西和推車