Author Description

This action research project investigated the effects of implementing independent work systems on students' independence with academic tasks. The study took place in a kindergarten through second grade special education classroom. Participants consisted of students between the ages six and seven who have diagnoses of autism spectrum disorder, cerebral palsy, and/or developmental delay. The study included daily data collection of prompts needed to complete independent work system and table work tasks, duration of time on task, as well a self-monitoring component. At the conclusion of the study, pre and post-intervention data was compared and ultimately supported the student researcher's hypothesis that daily work in independent work systems in this setting would have a positive impact on participants' independence with academic tasks. It was also found that self-monitoring of work habits would increase participants' independence with table work tasks.