Promoting Homework Independence for Students with Autism Spectrum Disorders

Autor/inn/en	Hampshire, Patricia Korzekwa; Butera, Gretchen D.; Dustin, Timothy J.
Titel	Promoting Homework Independence for Students with Autism Spectrum Disorders
Quelle	In: Intervention in School and Clinic, 49 (2014) 5, S.290-297 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451213513955
Schlagwörter	Autism; Pervasive Developmental Disorders; Homework; Intervention; Self Management; Teamwork; Needs Assessment; Program Content; Check Lists; Data Collection; Parent Participation + Suchen Sie Ihr Suchwort? Autismus; Hausaufgabe; Selbstmanagement; Bedarfsermittlung; Programmgestaltung; Checkliste; Data capture; Datensammlung; Elternmitwirkung
Abstract	For students with autism, homework time may be especially challenging due to problems in self-organization and difficulties generalizing skills from one setting to another. Although often problematic, homework can provide a valuable context for teaching organizational skills that become essential as students become more independent. By learning to self-manage, students develop a set of skills necessary for self-determination. This article describes the process for developing an intervention plan for students who may be struggling to complete homework successfully. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10