Students with autism spectrum disorder (ASD) who attend public schools benefit from supplementary structure throughout their day, including during recess periods on the playground. The following study used a concurrent multiple-baseline design to evaluate the effects of a structured work system taught by the special education teacher using graduated guidance on the engagement of three elementary age students with ASD. Results revealed increases in engagement compared with baseline most clearly for two of the three students. The importance of incorporating prompt fading strategies when implementing any visual support system is discussed.
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