Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder / Lisa FINN in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1408-1418 Titre : Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lisa FINN, Auteur ; Rangasamy RAMASAMY, Auteur ; Charles DUKES, Auteur ; John SCOTT, Auteur Article en page(s) : p.1408-1418 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Self-monitoring  Tactile prompting  WatchMinder  Self-graphing  Classroom intervention Index. décimale : PER Périodiques Résumé : This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2300-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lisa FINN, Auteur ; Rangasamy RAMASAMY, Auteur ; Charles DUKES, Auteur ; John SCOTT, Auteur . - p.1408-1418. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1408-1418 Mots-clés : Autism spectrum disorder  Self-monitoring  Tactile prompting  WatchMinder  Self-graphing  Classroom intervention Index. décimale : PER Périodiques Résumé : This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2300-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

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