The impact of task analysis in learning cashiering skills of young adults with autism spectrum disorder

Date of Publication

12-5-2024

Document Type

Master's Thesis

Degree Name

Master of Education Major in Special Education

Subject Categories

Special Education and Teaching

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Defense Panel Chair

Gabriel John C. Lazaro

Defense Panel Member

Dominic T. Paguio
Jasper Vincent Q. Alontaga

Abstract/Summary

This study explored the impact of task analysis combined with forward chaining and video modeling on learning cashiering skills of young adults with Autism Spectrum Disorder. The study involved two participants enrolled in a transition program to prepare them for future employment. Utilizing a mixed methods approach, this study employed various tools to assess the participants' learning outcomes and identify key factors influencing skill acquisition. After eight intervention sessions, both participants showed significant improvement in their cashiering skills, as evidenced by higher scores during and after the intervention phases. The primary factors contributing to their skill development included the simplicity and usability of the strategies incorporated into their routines, the structured components of the intervention, and the focused eight-session online remediation program.

Keywords: Online remediation, cashiering skills, forward chaining, task analysis, video modeling

Abstract Format

html

Language

English

Format

Electronic

Keywords

Task analysis; Autism spectrum disorders; Autistic people—Vocational education; Young adults with disabilities—Vocational education

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