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The Effect of a Self-Monitoring Treatment Intervention Package on the Academic Productivity Behavior of Three High School Students with Autism Spectrum Disorder

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Date Issued:
2013
Abstract/Description:
This study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment completion and submission rates, classroom-based work completion and submission rates, and accuracy and rate of documentation of academic tasks in their student planners. Students earned academic productivity composite scores reflecting the percentage of academic productivity behavior they demonstrated in their target classroom each day. All participants achieved marked improvements in their academic productivity composite scores from baseline to intervention to the maintenance phase. A detailed analysis of the study results, implications for clinical practice, limitations of the current investigation and recommendations for future research completes this investigation.
Title: The Effect of a Self-Monitoring Treatment Intervention Package on the Academic Productivity Behavior of Three High School Students with Autism Spectrum Disorder.
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Name(s): Craanen, Patrick, Author
Hoffman, Bobby, Committee Chair
Vasquez, Eleazar, Committee Member
Spence, Kimberly, Committee Member
Harvey, Charlotte, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment completion and submission rates, classroom-based work completion and submission rates, and accuracy and rate of documentation of academic tasks in their student planners. Students earned academic productivity composite scores reflecting the percentage of academic productivity behavior they demonstrated in their target classroom each day. All participants achieved marked improvements in their academic productivity composite scores from baseline to intervention to the maintenance phase. A detailed analysis of the study results, implications for clinical practice, limitations of the current investigation and recommendations for future research completes this investigation.
Identifier: CFE0004831 (IID), ucf:49717 (fedora)
Note(s): 2013-08-01
Ed.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Autism Spectrum Disorder -- self-monitoring -- academic productivity
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004831
Restrictions on Access: public 2013-08-15
Host Institution: UCF

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