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The Effect Of Web Based Self Monitoring I Connect To Increase On Task Behavior Of High School Students With Autism
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Book Synopsis The Effect of Web-based Self-monitoring, I-Connect, to Increase On-task Behavior of High School Students with Autism by : Sara Katherine Romans
Download or read book The Effect of Web-based Self-monitoring, I-Connect, to Increase On-task Behavior of High School Students with Autism written by Sara Katherine Romans and published by . This book was released on 2017 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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%.
Book Synopsis The Effects of I-Connect on Student Engagement with Three High School Students with Autistic Characteristics by : Lachelle Clemons
Download or read book The Effects of I-Connect on Student Engagement with Three High School Students with Autistic Characteristics written by Lachelle Clemons and published by . This book was released on 2014 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Effects of I-Connect Self-monitoring on the On-task Behavior of Two Students with Autism by : Alexandra Kozuma Beckman
Download or read book The Effects of I-Connect Self-monitoring on the On-task Behavior of Two Students with Autism written by Alexandra Kozuma Beckman and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Effect of a Self-monitoring Treatment Intervention Package on the Academic Productivity Behavior of Three High Schools Students with Autism Spectrum Disorder by : Patrick M. Craanen
Download or read book The Effect of a Self-monitoring Treatment Intervention Package on the Academic Productivity Behavior of Three High Schools Students with Autism Spectrum Disorder written by Patrick M. Craanen and published by . This book was released on 2013 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Effects of Self-monitoring Using an IPAD to Increase On-task Behaviors of High School Students with Attention Deficit/hyperactivity Disorder (ADHD) by : Christina Bamford
Download or read book The Effects of Self-monitoring Using an IPAD to Increase On-task Behaviors of High School Students with Attention Deficit/hyperactivity Disorder (ADHD) written by Christina Bamford and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis ECEL 2020 19th European Conference on e-Learning by : Prof. Dr.-Ing. Carsten Busc,
Download or read book ECEL 2020 19th European Conference on e-Learning written by Prof. Dr.-Ing. Carsten Busc, and published by Academic Conferences International Limited. This book was released on 2020-10-29 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Self-monitoring Procedures on Increasing On-task Behavior by : Ashley Starr
Download or read book The Effects of Self-monitoring Procedures on Increasing On-task Behavior written by Ashley Starr and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Self-monitoring to Improve On-task Behavior of a Student with High Functioning Autism by : Deborah Ann Hyatt-Foley
Download or read book Self-monitoring to Improve On-task Behavior of a Student with High Functioning Autism written by Deborah Ann Hyatt-Foley and published by . This book was released on 1997 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using Self-monitoring to Improve On-task Behavior and Academic Performance of High School Students with Attention Deficit/hyperactivity Disorder by : Kristall J. Graham
Download or read book Using Self-monitoring to Improve On-task Behavior and Academic Performance of High School Students with Attention Deficit/hyperactivity Disorder written by Kristall J. Graham and published by . This book was released on 2007 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Direct Behavior Rating by : Amy M. Briesch
Download or read book Direct Behavior Rating written by Amy M. Briesch and published by Guilford Publications. This book was released on 2016-06-01 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating (DBR) as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK-12 classrooms to support positive behavior and promote self-management. The authors and contributors provide concrete examples of ways to implement DBR strategies within multi-tiered systems of support (MTSS). The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Book Synopsis Tactile Self Monitoring of Attention to Decrease Off-task Behavior of Adolescents with Intellectual Disabilities and Autism by : Jenny Root
Download or read book Tactile Self Monitoring of Attention to Decrease Off-task Behavior of Adolescents with Intellectual Disabilities and Autism written by Jenny Root and published by . This book was released on 2012 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Effects on the Use of Technology-Based Self-Monitoring for Students with Autism Spectrum Disorder by : Ryan S. Robertson
Download or read book Effects on the Use of Technology-Based Self-Monitoring for Students with Autism Spectrum Disorder written by Ryan S. Robertson and published by . This book was released on 2019 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-monitoring involves teaching students to be aware of their own behavior, and be able to record whether the behavior happened or not. The present study uses meta-analysis of single case design (SCD) studies to evaluate the effectiveness of self-monitoring interventions that use electronic devices during implementation for individuals with autism spectrum disorder (ASD). Eligible studies were accessed to determine design quality, and examine the use of self-monitoring for individuals diagnosed with ASD. Studies were evaluated against inclusion-exclusion criteria. The studies that met inclusion criteria (n = 15) were assessed with the What Works Clearinghouse (WWC) standards for methodological rigor. The WWC standards were applied to baseline and intervention phases. There were a total of 12 studies with 32 students diagnosed with ASD that met SCD standards without, and with reservations. The 12 studies were evaluated using the Tau-U effect size metric to quantify the percentage of change that was attributed to the self-monitoring intervention. Overall, omnibus Tau-U was 0.96 (95% confidence interval [CI] = [0.89, 1.0]). Limitations and directions for future research are discussed.
Book Synopsis Evidence-Based Practices and Treatments for Children with Autism by : Brian Reichow
Download or read book Evidence-Based Practices and Treatments for Children with Autism written by Brian Reichow and published by Springer Science & Business Media. This book was released on 2010-11-25 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism spectrum disorders (ASDs) have been increasingly diagnosed in recent years and carries with it far reaching social and financial implications. With this in mind, educators, physicians, and parents are searching for the best practices and most effective treatments. But because the symptoms of ASDs span multiple domains (e.g., communication and language, social, behavioral), successfully meeting the needs of a child with autism can be quite challenging. Evidence-Based Practices and Treatments for Children with Autism offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practices (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology. This commitment to clearly addressing the complex issues associated with ASDs continues throughout the volume and provides opportunities for further research. Additional issues addressed include: Behavioral excesses and deficits treatment Communication treatment Social awareness and social skills treatment Dietary, complementary, and alternative treatments Implementation of EBPs in school settings Interventions for sensory dysfunction With its holistic and accessible approach, Evidence-Based Practices and Treatments for Children with Autism is a vital resource for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrist, pediatricians, primary care and community providers.
Book Synopsis Increasing Awareness of On-and Off- Task Behavior in a Child with ADHD and ASD Through the Use of Self-monitoring Strategies with a MotivAider by : Fabiola Jimenez
Download or read book Increasing Awareness of On-and Off- Task Behavior in a Child with ADHD and ASD Through the Use of Self-monitoring Strategies with a MotivAider written by Fabiola Jimenez and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis represents an experimental analysis procedure designed and carried out by this author to increase attention to and completion of math homework. The subject of this study was a 13-year-old boy with Autism and ADHD. The skill was being able to self-monitor and increase his on-task behavior. In the intervention, a MotivAider ® (2 3/8" x 2 1/2") is an assistive technology device that vibrates at varying intervals, as a cue to increase his on-task behavior. Results showed some increase in his on-task behavior. Stronger results might have occurred if more sessions had occurred. Previous research has shown that the MotivAider ® and self-monitoring is successful in increasing on-task behavior. Future research will look into techniques to increase motivation and accuracy of self-monitoring.
Book Synopsis Evaluating Effects of Teleconsultation on Knowledge and Implementation of Self-monitoring with Students with Autism Spectrum Disorder by : Ericka L. Pier
Download or read book Evaluating Effects of Teleconsultation on Knowledge and Implementation of Self-monitoring with Students with Autism Spectrum Disorder written by Ericka L. Pier and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the effect of teleconsultation on knowledge and implementation of self-monitoring interventions with students with autism spectrum disorder (ASD) in a general education classroom setting. Participants were special education teachers employed at a public elementary school in the Capital Region of New York State, who work with at least 1 student with a disability classification of Autism. It was hypothesized that participants’ knowledge of self-monitoring interventions with students with ASD would increase following participation in a virtual in-service training, and that participants would report greater implementation of self-monitoring interventions with their elementary-age students with ASD after receiving virtual follow-up consultation. The study found that participants’ knowledge of self-monitoring interventions with students with ASD increased following their participation in a virtual in-service training. Additionally, participants reported greater implementation of self-monitoring interventions after virtual follow-up consultation.
Book Synopsis Increasing On-task Behavior Using Self-monitoring Skills by : Jeannie V. Breland
Download or read book Increasing On-task Behavior Using Self-monitoring Skills written by Jeannie V. Breland and published by . This book was released on 1991 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Self-monitoring on Appropriate Play and Stereotypy in Children with Autism by : Meenakshi Raichur
Download or read book Effects of Self-monitoring on Appropriate Play and Stereotypy in Children with Autism written by Meenakshi Raichur and published by . This book was released on 2013 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-monitoring can be used to increase desirable behaviors and decrease undesirable behaviors. More specifically, self-monitoring has been used to improve social (Koegel, Koegel, Hurley, and Frea 1992) and academic skills (Holifield, Goodman, Hazelkorn, and Heflin 2010) in individuals with disabilities. Self-monitoring includes identification of target behavior, recording of target behavior, and reinforcement for correct self-monitoring and engaging (or not engaging) in target behavior (Koegel, Harrower, & Koegel, 1999). The purpose of this study was to examine the short- and long-term effects of reinforcement for appropriate play and self-monitoring on appropriate play behaviors and stereotypy in children with autism. Results suggested that contingent reinforcement alone and the self-monitoring package were both effective in increasing appropriate play behaviors but contingent reinforcement alone was not effective in maintaining the positive effects when the treatment was removed. Additionally, both contingent reinforcement and self-monitoring procedures did not affect stereotypical behaviors when implemented with children diagnosed with autism.
