Technology delivered self-monitoring application to promote successful inclusion of an elementary student with autism.
The ever-increasing prevalence of children diagnosed with autism spectrum disorder (ASD) is paralleled in public educational settings, including general education classrooms. Challenges with social/behavioral functioning, including limited self-management and behavior inhibition, can lead to off-tas...
| Publicado en: | Assistive Technology Vol. 28; no. 1; pp. 9 - 17 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Spring2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=113745428&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 113745428 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10400435 YVP jtl: Assistive Technology issn: 10400435 maglogo: Y pubinfo: dt: Spring2016 vid: 28 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 113745428 113745428 113745428 10.1080/10400435.2015.1059384 113745428 ppf: 9 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Technology delivered self-monitoring application to promote successful inclusion of an elementary student with autism. aug: au: Rosenbloom, Raia Mason, Rose A. Wills, Howard P. Mason, Benjamin A. affil: Juniper Gardens Children's Project, University of Kansas, Kansas City, Kansas, USA sug: subj: Autism Spectrum Disorder Students, Elementary Child Behavior Self Care Mobile Applications Evaluation Disruptive Behavior Learning Environment Human Child Male School Health Education Assistive Technology Interrater Reliability Scales Child: 6-12 years Male ab: The ever-increasing prevalence of children diagnosed with autism spectrum disorder (ASD) is paralleled in public educational settings, including general education classrooms. Challenges with social/behavioral functioning, including limited self-management and behavior inhibition, can lead to off-task and disruptive behaviors that interfere with acquisition of academic and social skills. Without effective and efficient interventions, opportunities to participate in inclusive settings will likely be reduced. Self-monitoring (SM) is an intervention with strong evidence for increasing prosocial behaviors and decreasing challenging behaviors for students with ASD in educational settings, although the cuing mechanisms (e.g., timers, stopwatch) and tracking materials (e.g., paper, pencil) can be cumbersome and obtrusive. I-Connect is an SM application that allows for customizable prompts, recording, and data monitoring. The purpose of this study was to evaluate, utilizing an ABAB design, the functional relationship between implementation of I-Connect SM intervention and increases in on-task behavior with concurrent decreases in disruptive behavior for an elementary student with ASD in a general education classroom. Results indicate an immediate increase in on-task behavior as well as a decrease in disruptive behaviors with each introduction of I-Connect. Implications for practice and future research are discussed. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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