Date of Graduation
Master of Science in Education in Special Education
Counseling, Leadership, and Special Education
self-management, self-monitoring, autism spectrum disorders, developmental disabilities, high school, I-Connect
Special Education and Teaching
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.
© Lachelle Lynn Clemons
Clemons, Lachelle Lynn, "The Effects of I-Connect on Student Engagement with Three High School Students with Autistic Characteristics" (2014). MSU Graduate Theses. 1550.