This is part of our Resources for teachers series
Students on the autism spectrum may demonstrate executive functioning weaknesses which present as difficulties in transitioning between tasks, commencing a new task, and completing complex tasks that need to be broken down into steps. Students on the spectrum also often lack the flexibility to cope with changes during the school day resulting in difficulties coping with transitions from one activity to another.
Structured Teaching strategies such as visual schedules and work systems have been found to enhance the capacity of these students to stay on task and transition between tasks. The majority of previous studies have, however, focused on the use of these strategies within special education or autism specific contexts.
This project aimed to develop an eLearning package based on the results of Autism CRC Project 2.011RC: Helping students to stay on task and move between tasks. The project demonstrated that the use of visual schedules and work systems in mainstream classrooms led to improvements in the on-task behaviours of students on the autism spectrum.