| The purposes of this study were: (1) to examine the effects of visual supports on individuals with autism time-on-task behavior in inclusive physical education, (2) to examine the effects of visual supports on individuals with autism time-off-task behavior in inclusive physical education, and (3) to examine the effects of visual supports on individuals with autism assisted task behavior in inclusive physical education.; A single subject delayed multiple baseline design across 4 participants with autism (3 boys and 1 girl) ages 5-9 was used. The study included 7-12 sessions of baseline, 11 sessions of intervention, and 3 sessions of maintenance.; The visual supports were implemented during physical education sessions. Visual supports included pictures, line drawings, visual activity schedules, spots and lines on the floor, timers, written schedules, and specific boundaries.; The dependent variables were the participant's percentage of time-on-task, time-of-task, or assisted task in inclusive physical education as measured by the Behavior Evaluation Strategy and Taxonomy (BEST: Sharpe & Koperwas, 1999).; Results indicated the use of visual supports in inclusive physical education for students with autism increased time-on-task from 36.70% to 63.40%, time-off-task decreased from 29.88% to 15.23%, and assisted task behaviors decreased from 33.43% to 21.39%. |
