Effects of task size on work-related and aberrant behaviors of youths with autism and mental retardation

Sweeney, Holly Morsbach; LeBlanc, Judith M.

doi:10.1016/0891-4222(95)00001-1

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2009

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Cited by 7 publications

(2 citation statements)

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“…Finally, consideration should be given to task size and the student motivation regarding the specific materials or activity. Logically, if a task is too large success decreases (Sweeney & LeBlanc, 1995), as it is difficult for a student to grasp a sense of achievement or completion.…”

Section: Structurementioning

confidence: 99%

Strategies to promote adaptive competence for students on the autism spectrum

Preis¹

2007

Support for Learning

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Section: Structurementioning

confidence: 99%

Strategies to promote adaptive competence for students on the autism spectrum

Preis¹

2007

Support for Learning

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“…To maximize student attention during this time, structure the class schedule so that independent seatwork is interspersed throughout the day for shorter periods of time (e.g., 10 or 15 min). Limiting the time students are required to work on long independent tasks decreases frustration and increases the likelihood of completion and success (Sweeney & LeBlanc, 1996).…”

Section: Articlementioning

confidence: 99%

Promote Student Success During Independent Seatwork

Rock

Thead

2009

Intervention in School and Clinic

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Students with learning and behavioral disorders often lack the requisite academic skills and behavioral selfcontrol to remain engaged during passive seatwork activities. Because independent seatwork composes a large portion of the instructional time in general education classrooms and teachers expect students to demonstrate self-control in these environments, it is important to identify effective procedures to manage student behavior and increase academic involvement during such tasks. The purpose of this article is to present 20 approaches special educators can implement with general educators to do this.

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