The Effect Of Web Based Self Monitoring I Connect To Increase On Task Behavior Of High School Students With Autism
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| Author | : Sara Katherine Romans |
| Publisher | : |
| Total Pages | : 158 |
| Release | : 2017 |
| Genre | : Autism in adolescence |
| ISBN | : |
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%.
| Author | : Lachelle Clemons |
| Publisher | : |
| Total Pages | : 176 |
| Release | : 2014 |
| Genre | : Autism spectrum disorders |
| ISBN | : |
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.
| Author | : Alexandra Kozuma Beckman |
| Publisher | : |
| Total Pages | : 138 |
| Release | : 2015 |
| Genre | : Autism spectrum disorders |
| ISBN | : |
The I-Connect self-monitoring application was utilized on a Samsung Galaxy 5.0 player with two students with autism. The thesis project was completed to study the relationship between the I-Connect self-monitoring system and on-task behavior. A single-subject ABAB withdrawal design replicated across two students was utilized to demonstrate a functional relationship between the instructional strategy and student behavior. Participant one increased on-task behavior from a baseline average of 33% to 95% during intervention. Participant two increased on-task behavior from an average of 9% to 91.2% during intervention. Participant one increased accuracy on mathematic problems from an average of 21.8% during baseline to 50.5% during intervention. Participant two increased accuracy on writing assignments from 18.8% during baseline to 63% during intervention. The use of the I-Connect self-monitoring system increased on-task behavior for two students with autism.
| Author | : Patrick M. Craanen |
| Publisher | : |
| Total Pages | : 146 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
This study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment completion and submission rates, classroom-based work completion and submission rates, and accuracy and rate of documentation of academic tasks in their student planners. Students earned academic productivity composite scores reflecting the percentage of academic productivity behavior they demonstrated in their target classroom each day. All participants achieved marked improvements in their academic productivity composite scores from baseline to intervention to the maintenance phase. A detailed analysis of the study results, implications for clinical practice, limitations of the current investigation and recommendations for future research completes this investigation.
| Author | : Christina Bamford |
| Publisher | : |
| Total Pages | : |
| Release | : 2016 |
| Genre | : Attention-deficit hyperactivity disorder |
| ISBN | : |
| Author | : Ashley Starr |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : Autism spectrum disorders in children |
| ISBN | : |
This study examined the effects of self-monitoring on the on-task behavior of three six to nine-year-old boys with autism spectrum disorder. The study also looked into the individuals' ability to accurately self-monitor their behavior. The participants were taught to self-monitor their behavior using a MotivAiderTM that was set to vibrate on one-minute fixed intervals. The vibration acted as a tactile cue to prompt the participant to ask themselves "Am I on task?" A concurrent multiple baseline design with an embedded changing criterion design was utilized. Results showed on-task behavior significantly increased while accuracy of self-monitoring increased gradually once the intervention was implemented.
| Author | : Prof. Dr.-Ing. Carsten Busc, |
| Publisher | : Academic Conferences International Limited |
| Total Pages | : |
| Release | : 2020-10-29 |
| Genre | : Education |
| ISBN | : 1912764792 |
| Author | : Deborah Ann Hyatt-Foley |
| Publisher | : |
| Total Pages | : 86 |
| Release | : 1997 |
| Genre | : Autistic children |
| ISBN | : |
| Author | : Kristall J. Graham |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 2007 |
| Genre | : Academic achievement |
| ISBN | : |
Abstract: This study used audio-taped chimes and a student checklist for on-task! off-task behavior. The study took place in a high school study hail specifically for students with disabilities. The three participants were tenth graders and had the diagnosis of ADHD. The observers used a 10-second whole interval recording system to record on-task! offtask behavior within an alternating treatment design. The conditions included: Baseline, Self-Monitoring, and Self-Monitoring with Reinforcement. Results indicate self- monitoring alone was effective enough to significantly increase the on-task behavior of two participants. Additional reinforcement was needed to increase the on-task behavior of the third student.
| Author | : Jenny Root |
| Publisher | : |
| Total Pages | : 53 |
| Release | : 2012 |
| Genre | : Attention in adolescence |
| ISBN | : |
The purpose of this study was to investigate the effects of tactile self monitoring of attention on off task behavior by students with Intellectual Disabilities and Autism in the self contained setting during independent tasks. Adolescents with Intellectual Disabilities and Autism demonstrate significant deficits in self management as demonstrated by off task behavior. The participants of the study were three public middle school students ages 12-13 with Intellectual Disabilities and Autism who receive all academic instruction in a special education classroom. The participants all displayed significant amounts of off-task behavior during baseline, including getting out of their seats, talking with or interrupting others, looking around the classroom at items not related to the task, not working on assigned tasks, engaging in bodily movements unrelated to or interfering with the assigned task or using materials for purposes other than completing the assigned task. A tactile self monitoring intervention was implemented using a multiple baseline design across three tasks. The independent tasks included reading, math, and vocational activities. The tactile self monitoring of attention was successful in decreasing the amount of time spent off task during independent work activities.
