The effect of web-based self-monitoring to increase on-task behavior and academic accuracy of high school students with autism

Abstract

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.

Keywords:

• Autism
• high school students
• I-Connect
• on-task behavior
• self-monitoring

Additional information

Funding

This research was supported, in part, by grants from the U.S. Department of Education, Institute of Education Sciences (R324B100004) and the Office of Special Education and Rehabilitative Services (H327A100082).

Notes on contributors

Sara K. Romans

Sara K. Romans completed her master’s degree in Special Education at Missouri State University and works with high school students diagnosed with Autism Spectrum Disorders (ASD) at Ozark High School.

Howard P. Wills

Howard P. Wills is an associate research professor at Juniper Gardens Children’s Project at the University of Kansas. His current research interests include evidence-based academic and behavioral interventions for students with challenging behavior and technology based self-monitoring to support children and adults with disabilities.

Jonathan M. Huffman

Jonathan M. Huffman is a doctoral candidate in counseling psychology and project manager at Juniper Gardens Children’s Project. His current research interests are interventions for individuals with ASD, sexuality, gender, and the application of the intersectionality framework to uncover interlocking systems of privilege and oppression.

Linda Garrison-Kane

Linda Garrison-Kane is a professor and coordinator of the graduate program in Autism at Missouri State University. Her current research interests include the implementation of research-based strategies and programs for individuals with autism and behavioral challenges.