Date of Graduation

Spring 2014

Degree

Master of Science in Education in Special Education

Department

Counseling, Leadership, and Special Education

Committee Chair

Linda Garrison-Kane

Abstract

With an increase in the prevalence of autism, the need to identify research based instructional strategies has been noted. This study used a single-subject, ABAB design to evaluate the effectiveness of the I-Connect self-monitoring intervention on the on-task behavior of one student with autism, one student with a developmental disability, and one student with a learning disability in the high school setting. All three participants displayed multiple characteristics of autism. The I-Connect self-monitoring intervention is a technology application downloaded to a tablet device with wireless internet capability. With the application, students monitor their behavior and record responses remotely that can then be retrieved by their mentor at a later time. This study used the I-Connect application with two students in the general education setting and with one student in a self-contained classroom setting. It reviewed to what extent the I-Connect affected the students' on-task behavior in their classrooms, and in what ways technology devices could be implemented to monitor student behavior? All three participants demonstrated an increase in on-task behavior when utilizing the I-Connect device during the intervention phases of this study indicating that the use of technology for self-management was an effective strategy to increase on-task behavior for high school students with autistic characteristics.

Keywords

self-management, self-monitoring, autism spectrum disorders, developmental disabilities, high school, I-Connect

Subject Categories

Special Education and Teaching

Copyright

© Lachelle Lynn Clemons

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