Using Visuals to Promote On-Task Behavior and Independence for Students with Autism Spectrum Disorder
Kate D. Simmons, Vanessa Hinton, Amelia Padgett

Abstract
Strategies that address the needs of children with Autism Spectrum Disorder (ASD) across all educational setting are an essential component for improving independence and promoting the success of students with ASD. This paper assesses the impact of visual assistance through the use of an individual work system and a visual communication system such as the picture exchange communication system (PECS) in a special needs classroom setting. The purpose of this intervention was to decrease the off-task behavior while also supporting the independence of a single student in a resource classroom. Baseline data were taken for four consecutive days. Intervention data were then taken for two weeks. Data consisted of the student’s off-task behavior and adult prompting. Data indicate that the visual support not only decreased the student’s off-task behavior, but the need for adult prompting as well.

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