“I can do it myself!” Using work systems to build independence in students with autism spectrum disorders
Year: 2004
Type: article
Abstract: Contributed by Kara HumeWhy is Independence Important?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 Autism Spectrum Disorders (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.A variety of sources in the autism community are raising concerns about issues related to independence.The National Research Council recently recommended eight areas of focus for educational development in their book, Educating Children with Autism (2001).Independent organizational skills, which included completing tasks independently and following instructions in a group setting without adult assistance, were highlighted as essential educational objectives.In an article describing an ideal curriculum for students with ASD, Gregory Olley, a psychologist at the University of North Carolina, wrote "The goals of all curricula and methods are to assist students to work independently, to manage their own behavior, and to be motivated by learning and the natural consequences of learning, rather than by artificial reinforcers (1999)."John Kregel, a contributing author to The Forgotten Generation, cites an unemployment rate for individuals with mild cognitive disabilities at a rate of 70-80%, and notes difficulty in demonstrating independent job skills as a contributing factor (2001). Why is Independence Challenging for Students with ASD?Establishing independence as a curricular goal is vital, as is gaining an understanding of the possible barriers to independence that students with ASD face.Gary Mesibov, Director of Division TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children), explains that students with autism may face several unique challenges when learning.The following difficulties may be an obstacle to the development of independent skills: Organization is often difficult for students, and the challenge of understanding demands and developing a plan of action may overwhelm or immobilize a student with ASD.Collecting all of the needed materials to complete an assignment may be a complicated organizational demand for a student with ASD.Distractibility caused by internal or external factors may also hamper a student's ability to complete work on his/her own.Students with ASD may have difficulty prioritizing the visual and auditory information in their environment, which may interfere with their independence.• Sequencing can hinder a student's ability to become independent, as the relationships between tasks or steps may not be meaningful and may be disregarded by a student with autism.Remembering the exact order of tasks, or steps within a task, may be challenging for students.• Page 1 of 5 "I Can Do It Myself!"Using Work Systems to Build Independence in Students with Autis...
Author: Kara Hume
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
Open Access status: green
OpenAlex ID: W2200586993