The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism.
Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitor...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 49; no. 12; pp. 5047 - 5063 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Dec2019
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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=139567989&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 139567989 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Dec2019 vid: 49 iid: 12 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 139567989 139567989 139567989 10.1007/s10803-019-04209-4 139567989 ppf: 5047 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism. aug: au: Rosenbloom, Raia Wills, Howard P. Mason, Rose Huffman, Jonathan M. Mason, Benjamin A. affil: Juniper Gardens Children's Project, University of Kansas, 444 Minnesota Ave., 66101, Kansas City, KS, USA sug: subj: Autism Spectrum Disorder Psychosocial Factors Children with Disabilities Psychosocial Factors Self-Management Mobile Applications Utilization Computers, Hand-Held Utilization Disruptive Behavior Evaluation Task Performance and Analysis Human Adolescence Social Behavior Evaluation Adolescent: 13-18 years ab: Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitoring is a well-supported evidence-based practice for addressing challenging behaviors and improving pro-social behaviors for individuals with ASD. Self-monitoring procedures utilizing a handheld computer-based technology is an unobtrusive and innovative way of implementing the intervention. A withdrawal design was employed to assess the effectiveness of a technologically-delivered self-monitoring intervention (I-Connect) in improving on-task and task completion behaviors and decreasing disruptive behavior with four adolescents with ASD. Results demonstrated improvements in on-task and task completion behaviors across all four participants and disruptive behavior improved for two participants. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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