Abstract
The aim of this study was to determine the impact of a classroom sensory activity schedule (SAS) on cognitive strategy use during task performance. This work studies a single-system AB research design with seven students with autism and intellectual disability. Repeated measures using the Perceive, Recall, Plan and Perform (PRPP) Cognitive Task Analysis were taken during Phase A (teaching) and Phase B (teaching and SAS). Improvements in PRPP total scores and planning subscores were achieved for some students after use of the SAS. SAS may contribute to improved classroom cognitive strategy use for some students with autism and intellectual disability.
| Original language | English |
|---|---|
| Pages (from-to) | 232-253 |
| Number of pages | 22 |
| Journal | Journal of Occupational Therapy, Schools, and Early Intervention |
| Volume | 10 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 3 Jul 2017 |
Bibliographical note
Publisher Copyright:© 2017 Taylor & Francis.
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education -
SDG 10 Reduced Inequalities
Keywords
- autism
- autistic children
- perceptual-motor processes
- special education
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