Promoting Homework Independence for Students with Autism Spectrum Disorders

Document Type

Article

Publication Date

5-2014

DOI

http://dx.doi.org/10.1177/1053451213513955

Abstract

For students with autism, homework time may be especially challenging due to problems in self-organization and difficulties generalizing skills from one setting to another. Although often problematic, homework can provide a valuable context for teaching organizational skills that become essential as students become more independent. By learning to self-manage, students develop a set of skills necessary for self-determination. This article describes the process for developing an intervention plan for students who may be struggling to complete homework successfully.

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