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Date Available

8-17-2026

Year of Publication

2026

Document Type

Thesis

Degree Name

Master of Education (MEd)

College

Education

Department/School/Program

Education Sciences

Faculty

Sarah Hawkins Leer

Jaqueline Kearns

Abstract

This project evaluated the effects of systematic instruction on functional communication, vocational independence, and functional mathematics for three high school students with autism in a self-contained special education classroom using three A–B single-case designs. Interventions included a system of least prompts for AAC requesting and vocational task completion and constant time delay for a functional timer-setting task. Student performance was measured as the percentage of independently completed responses across instructional sessions. Student T demonstrated meaningful improvement in independent AAC requesting and reached 75% independence in the final session. Student B demonstrated emerging improvement in timer-setting performance and reached 60% independence in the final sessions following an instructional modification.Student D showed limited change in independent vocational task completion. Findings suggest that individualized systematic instructional procedures can support functional skill development, while also highlighting the limitations of an A–B design and the need for extended intervention and replication.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2026.426

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