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Building Independence Through Struct...

Smith, Maggie,

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Building Independence Through Structured Work Systems for Students with Moderate to Severe Disabilities /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Building Independence Through Structured Work Systems for Students with Moderate to Severe Disabilities // Maggie Smith.
Author:	Smith, Maggie,
Description:	1 electronic resource (41 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-12.
Contained By:	Masters Abstracts International85-12.
Subject:	Individualized education programs. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31346289
ISBN:	9798382764177

Building Independence Through Structured Work Systems for Students with Moderate to Severe Disabilities /
Smith, Maggie,

Building Independence Through Structured Work Systems for Students with Moderate to Severe Disabilities /Maggie Smith. - 1 electronic resource (41 pages)

Source: Masters Abstracts International, Volume: 85-12.

Students, especially those with moderate to severe intellectual disabilities oftentimes need support in learning to work independently. This study examined if the use of structured work systems increased student independence during regular scheduled independent work times in the general education and MSD special education classrooms. Using a single-case multiple-probe design, this study measured the percentage of steps completed independently when working with academic tasks related to individual IEP goals.

English

ISBN: 9798382764177Subjects--Topical Terms:

577687
Individualized education programs.

Building Independence Through Structured Work Systems for Students with Moderate to Severe Disabilities /
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520 $a Students, especially those with moderate to severe intellectual disabilities oftentimes need support in learning to work independently. This study examined if the use of structured work systems increased student independence during regular scheduled independent work times in the general education and MSD special education classrooms. Using a single-case multiple-probe design, this study measured the percentage of steps completed independently when working with academic tasks related to individual IEP goals.
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