NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1168028
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0936-2835
A Parent-Implemented, Technology-Mediated Approach to Increasing Self-Management Homework Skills in Middle School Students with Autism
Hampshire, Patricia K.; Allred, Keith W.
Exceptionality, v26 n2 p119-136 2018
Students with Autism Spectrum Disorder (ASD) in secondary school settings (i.e., grades 6-12) typically struggle with multiple academic challenges. Critics have noted that secondary schools traditionally have not been particularly effective in helping students with ASD develop self-determination (e.g., self-management) skills, which are considered pre-requisites to success in academics. Thus, there is a significant need for increased parent-professional collaboration in secondary schools. This study examined the effectiveness of coaching parents to implement a technology-mediated (e.g., iPad) approach to increasing the homework-related self-management skills for mathematics of five middle school students with ASD. Results indicate that these five students significantly increased their math homework self-management skills as a consequence of effectively using iPad applications when coached by their parents.
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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A