The Effect of Web-Based Self-Monitoring to Increase On-Task Behavior and Academic Accuracy of High School Students with Autism

Autor/inn/en	Romans, Sara K.; Wills, Howard P.; Huffman, Jonathan M.; Garrison-Kane, Linda
Titel	The Effect of Web-Based Self-Monitoring to Increase On-Task Behavior and Academic Accuracy of High School Students with Autism
Quelle	In: Preventing School Failure, 64 (2020) 3, S.249-260 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2020.1732282
Schlagwörter	Autism; Pervasive Developmental Disorders; Behavior Problems; Time on Task; High School Students; Mathematics Instruction; Secondary School Mathematics; Self Management; Metacognition; Educational Technology; Technology Uses in Education; Computer Oriented Programs; Special Education; Special Classes; Intervention + Suchen Sie Ihr Suchwort? Autismus; Zeitaufwand; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerprogramm; Special needs education; Sonderpädagogik; Sonderschulwesen; Special class; Sonderklasse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01