Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems

Kara Hume • Joshua Plavnick • Samuel L. Odom

One challenge is to ensure that students with autism have access to the general education setting when appropriate.

A second challenge is to ensure that teachers in special and general education settings are implementing strategies that allow students to acquire skills that maintain and generalize to settings in which independent performance is expected

依賴他人的提示（需要不斷的提示及強化)

依赖成人提示（例如，需要他人提示需要做什么，恒哥早上回来不会主动去做自己要做的事情，会像木头那样做着，后来梁老师给他做了块简易的日常活动板，里面有每个时间段要做的事情，可恒哥还不能独立使用，每次都会习惯性走过来说，老师，我想要笑脸，意思就是他要做什么事情才能拿到笑脸，然后就要跟他说自己看黑板，我应该在他问前就要引导他看黑板，这样几次下来他应该就知道看黑板就行了）

The strict stimulus control that is established during initial teaching phases can inadvertently promote prompt dependency and increase student reliance on adult cues.

泛化能力差

The removal of close supervision, adult prompting, or contingencies may lead to reoccurrence of off-task behaviors, and to a decline in appropriate responding and productivity across settings.

我最近弄了一些题板，把题目和答案打印出来，过塑，粘上魔术贴，学生做的时候我终于不用在旁边监督着了，他们自己做完后就拿题板来找我，错了撕下来重新练习，直到对为止

自闭症儿童的优势：(1) visual-spatial processing (Garretson et al. 1990), (2) a keen awareness of visual and/or cognitive detail, (3) rote memory, and (4) an attachment to routine that can be easily cultivated to teach meaningful skill sequences 

要让学生有机会练习之前学到的技能

给予提示知道学生能表现出预定的水平，然后撤去提示让学生给予练习此项技能

促进技能泛化的一般策略：

自我管理

使用PDA（Personal Digital Assistant），又称为掌上电脑，可以帮助我们完成在移动中工作，学习，娱乐等。按使用来分类，分为工业级PDA和消费品PDA。工业级PDA主要应用在工业领域，常见的有条码扫描器、RFID读写器、POS机等都可以称作PDA；消费品PDA包括的比较多，智能手机、平板电脑、手持的游戏机等。

电脑辅助教学

视频示范

个别工作系统最起码包含四部分内容：学生要完成的任务，任务的数量，学生如何知道自己已经完成，完成后要做什么（做完后下一步要做什么）

个别工作系统促进技能泛化：从依赖成人提示转移到视觉提示，work systems are a type of environmental arrangement that may serve as a setting event for students，完成任务后下一步可以进行自己喜欢的活动，provides necessary rehearsal to help students perform tasks more automatically, and automaticity may promote generalization across contexts 

教师提示：手把手引导，指或者示范，叫学生名字或者给予口头提醒，提供视觉提示或指引

选择一项技能（同龄儿童会的，经常做的但该生尚未掌握的）

从提供视觉提示过渡到撤去视觉提示（使用口头提示），比如，告知价格的同时出示数字过渡到仅口头报价

Shifting stimulus control from adult prompts to an alternative nonsocial stimulus (such as the visual system used in this study) is a key component in increasing student independence