Title
The effect of web-based self-monitoring to increase on-task behavior and academic accuracy of high school students with autism
Abstract
Individuals with Autism Spectrum Disorders (ASD) often demonstrate behaviors that impair their school experiences. Therefore, the implementation of research-based strategies that will foster success for students with ASD is critical. The purpose of this study was to investigate the effect of a web-based self-monitoring application, I-Connect, designed to increase student on-task behavior and academic accuracy in a high school setting. An ABAB design was employed with two high school students diagnosed with ASD. I-Connect resulted in an immediate increase in on-task behaviors and academic accuracy in pre-algebra concepts. A functional relation between I-Connect and written expression was not identified. Web-based self-monitoring applications to promote autonomy and independence are discussed with recommendations for future research.
Department(s)
Counseling, Leadership and Special Education
Document Type
Article
DOI
https://doi.org/10.1080/1045988X.2020.1732282
Keywords
Autism, high school students, I-Connect, on-task behavior, self-monitoring
Publication Date
5-4-2020
Recommended Citation
Romans, Sara K., Howard P. Wills, Jonathan M. Huffman, and Linda Garrison-Kane. "The effect of web-based self-monitoring to increase on-task behavior and academic accuracy of high school students with autism." Preventing School Failure: Alternative Education for Children and Youth 64, no. 3 (2020): 249-260.
Journal Title
Preventing School Failure
