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Journal of Autism and Developmental Disorders

, Volume 49, Issue 12, pp 5047–5062 | Cite as

The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism

  • Raia Rosenbloom
  • Howard P. WillsEmail author
  • Rose Mason
  • Jonathan M. Huffman
  • Benjamin A. Mason
Original Paper
  • 192 Downloads

Abstract

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.

Keywords

Autism Self-monitoring Technology I-Connect Behavior 

Notes

Author Contributions

RR designed the study, collected data, made condition change decisions, and drafted the manuscript. HPW assisted with the design, assisted with recruitment, conducted the IRB submission, and assisted with edits. RM was involved in the interpretation of the data and results section. JMH was a secondary data collector, assisted with preparation of data for results and helped edit the manuscript along with revisions of it. BAM helped with the design and the conception of the study along with the formation of the introduction of the manuscript.

Funding

This study was funded by the National Institute on Disability, Independent Living, and Rehabilitation Research (Grant Number H133A130032) and the U.S. Department of Education, Office of Speical Education Programs (H327S170001).

Conflict of interest

Authors declare that they have no conflict of interest.

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  • Raia Rosenbloom
    • 1
  • Howard P. Wills
    • 1
    Email author
  • Rose Mason
    • 2
  • Jonathan M. Huffman
    • 1
  • Benjamin A. Mason
    • 2
  1. 1.Juniper Gardens Children’s ProjectUniversity of KansasKansas CityUSA
  2. 2.Special Education: Educational StudiesPurdue UniversityWest LafayetteUSA

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