Date of Graduation
Master of Science in Education in Special Education
Counseling, Leadership, and Special Education
autism, on-task behavior, self-monitoring, i-connect, high school students
Special Education and Teaching
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. Moreover, individuals with ASD experience greater challenges transitioning from high school to post-secondary opportunities, including higher education, employment, and independent living. The purpose of this study was to investigate the effect of a web-based program designed to increase student engagement and academic gains through the use of the I-Connect self-monitoring application installed on a mobile device in a high school setting. An ABAB withdrawal design was employed with two high school students diagnosed with ASD to evaluate the effectiveness of the I-Connect self-monitoring system on their on-task behaviors and academic performance. In the results of this intervention, Participant One increased his on-task behaviors from 47% to 100% and academic accuracy from 20% to 98%. Participant Two increased his on-task behaviors from 47% to 94% and academic accuracy from 51% to 73%.
© Sara K. Romans
Romans, Sara K., "The Effect of Web-Based Self-Monitoring, I-Connect, to Increase On-Task Behavior of High School Students with Autism" (2017). MSU Graduate Theses. 3100.