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ERIC Number: EJ1253123
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1045-988X
The Effect of Web-Based Self-Monitoring to Increase On-Task Behavior and Academic Accuracy of High School Students with Autism
Romans, Sara K.; Wills, Howard P.; Huffman, Jonathan M.; Garrison-Kane, Linda
Preventing School Failure, v64 n3 p249-260 2020
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Special Education and Rehabilitative Services (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B100004; H327A100082