The effect of web-based self-monitoring to increase on-task behavior and academic accuracy of high school students with autism. Issue 3 (4th May 2020)

• Record Type: Journal Article
• Authors: Romans, Sara K.; Wills, Howard P.; Huffman, Jonathan M.; Garrison-Kane, Linda
• Is Part Of: Preventing school failure. Volume 64:Issue 3(2020)
• Page Start: 249
• Page End: 260
• Publication Date: 2020-05-04
• Subjects: Autism -- high school students -- I-Connect -- on-task behavior -- self-monitoring; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2020.1732282
• Languages: English
• ISSNs: 1045-988X

Abstract

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.