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Brief Report: Using iPads for Self-Monitoring of Students with Autism / Joy F. XIN in Journal of Autism and Developmental Disorders, 47-5 (May 2017)
[article]
Titre : Brief Report: Using iPads for Self-Monitoring of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Joy F. XIN, Auteur ; Mary E. SHEPPARD, Auteur ; Michelle BROWN, Auteur Article en page(s) : p.1559-1567 Langues : Anglais (eng) Mots-clés : Technology Autism Self-monitoring Index. décimale : PER Périodiques Résumé : This study examined the effect of using an iPad for students with autism spectrum disorder (ASD) on self-monitoring their behaviors in class. Four students with ASD were taught on-task behaviors by watching self-modeled video saved in the application “Choiceworks” on their iPads, and collected data on their own behaviors. A single subject research design with ABAB phases was used. Student behaviors were observed using interval recording and behavioral occurrences were compared across phases. Results showed that the participating students’ on-task behaviors (e.g., facing forward, looking at teacher, i.e. eye contact, and working on the assignment) were increased when an iPad was used for their self-monitoring. En ligne : http://dx.doi.org/10.1007/s10803-017-3055-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1559-1567[article] Brief Report: Using iPads for Self-Monitoring of Students with Autism [Texte imprimé et/ou numérique] / Joy F. XIN, Auteur ; Mary E. SHEPPARD, Auteur ; Michelle BROWN, Auteur . - p.1559-1567.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1559-1567
Mots-clés : Technology Autism Self-monitoring Index. décimale : PER Périodiques Résumé : This study examined the effect of using an iPad for students with autism spectrum disorder (ASD) on self-monitoring their behaviors in class. Four students with ASD were taught on-task behaviors by watching self-modeled video saved in the application “Choiceworks” on their iPads, and collected data on their own behaviors. A single subject research design with ABAB phases was used. Student behaviors were observed using interval recording and behavioral occurrences were compared across phases. Results showed that the participating students’ on-task behaviors (e.g., facing forward, looking at teacher, i.e. eye contact, and working on the assignment) were increased when an iPad was used for their self-monitoring. En ligne : http://dx.doi.org/10.1007/s10803-017-3055-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings / Daniel PARKER in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)
[article]
Titre : Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings Type de document : Texte imprimé et/ou numérique Auteurs : Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur Année de publication : 2011 Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : autism task completion self-monitoring social settings elementary ages peer groups Index. décimale : PER Périodiques Résumé : In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. En ligne : http://dx.doi.org/10.1177/1088357610376945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141
in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142[article] Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings [Texte imprimé et/ou numérique] / Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur . - 2011 . - p.131-142.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142
Mots-clés : autism task completion self-monitoring social settings elementary ages peer groups Index. décimale : PER Périodiques Résumé : In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. En ligne : http://dx.doi.org/10.1177/1088357610376945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace / Howard P. WILLS in Research in Autism Spectrum Disorders, 58 (February 2019)
[article]
Titre : Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace Type de document : Texte imprimé et/ou numérique Auteurs : Howard P. WILLS, Auteur ; Rose MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.9-18 Langues : Anglais (eng) Mots-clés : Self-monitoring Employment Autism spectrum disorder Webbased application Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18[article] Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace [Texte imprimé et/ou numérique] / Howard P. WILLS, Auteur ; Rose MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.9-18.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18
Mots-clés : Self-monitoring Employment Autism spectrum disorder Webbased application Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism / R. ROSENBLOOM in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
[article]
Titre : The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : R. ROSENBLOOM, Auteur ; H. P. WILLS, Auteur ; R. MASON, Auteur ; J. M. HUFFMAN, Auteur ; B. A. MASON, Auteur Article en page(s) : p.5047-5062 Langues : Anglais (eng) Mots-clés : Autism Behavior I-Connect Self-monitoring Technology Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-04209-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5047-5062[article] The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism [Texte imprimé et/ou numérique] / R. ROSENBLOOM, Auteur ; H. P. WILLS, Auteur ; R. MASON, Auteur ; J. M. HUFFMAN, Auteur ; B. A. MASON, Auteur . - p.5047-5062.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5047-5062
Mots-clés : Autism Behavior I-Connect Self-monitoring Technology Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-019-04209-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect / Stephen A. CRUTCHFIELD in Journal of Autism and Developmental Disorders, 45-5 (May 2015)
[article]
Titre : Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect Type de document : Texte imprimé et/ou numérique Auteurs : Stephen A. CRUTCHFIELD, Auteur ; Rose A. MASON, Auteur ; Angela CHAMBERS, Auteur ; Howard P. WILLS, Auteur ; Benjamin A. MASON, Auteur Article en page(s) : p.1146-1155 Langues : Anglais (eng) Mots-clés : Autism Self-monitoring Stereotypic behavior Technology-based application Index. décimale : PER Périodiques Résumé : Many students with autism engage in a variety of complex stereotypic behaviors, impacting task completion and interfering with social opportunities. Self-monitoring is an intervention with empirical support for individuals with ASD to increase behavioral repertoires and decrease behaviors that are incompatible with successful outcomes. However, there is limited evidence for its utility for decreasing stereotypy, particularly for adolescents in school settings. This study evaluated the functional relationship between I-Connect, a technology-delivered self-monitoring program, and decreases in the level of stereotypy for two students with ASD in the school setting utilizing a withdrawal design with an embedded multiple baseline across participants. Both students demonstrated a marked decrease in stereotypy with the introduction of the self-monitoring application. Results and implications for practice and future research will be discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2272-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1146-1155[article] Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect [Texte imprimé et/ou numérique] / Stephen A. CRUTCHFIELD, Auteur ; Rose A. MASON, Auteur ; Angela CHAMBERS, Auteur ; Howard P. WILLS, Auteur ; Benjamin A. MASON, Auteur . - p.1146-1155.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1146-1155
Mots-clés : Autism Self-monitoring Stereotypic behavior Technology-based application Index. décimale : PER Périodiques Résumé : Many students with autism engage in a variety of complex stereotypic behaviors, impacting task completion and interfering with social opportunities. Self-monitoring is an intervention with empirical support for individuals with ASD to increase behavioral repertoires and decrease behaviors that are incompatible with successful outcomes. However, there is limited evidence for its utility for decreasing stereotypy, particularly for adolescents in school settings. This study evaluated the functional relationship between I-Connect, a technology-delivered self-monitoring program, and decreases in the level of stereotypy for two students with ASD in the school setting utilizing a withdrawal design with an embedded multiple baseline across participants. Both students demonstrated a marked decrease in stereotypy with the introduction of the self-monitoring application. Results and implications for practice and future research will be discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2272-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 A meta-analysis of self-management interventions for students with ASD / Lauren M. ZAESKE ; Elisabeth J. MALONE ; Kathleen N. ZIMMERMAN in Research in Autism Spectrum Disorders, 110 (February 2024)
PermalinkDecreasing inappropriate comments and interruptions during social interactions in an adolescent with a level one autism spectrum disorder diagnosis / Hailey E. RIPPLE in Research in Autism Spectrum Disorders, 116 (August 2024)
PermalinkSocial competence with an unfamiliar peer in children and adolescents with high functioning autism: Measurement and individual differences / Lauren V. USHER in Research in Autism Spectrum Disorders, 17 (September 2015)
PermalinkUsing 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)
PermalinkAltered sense of gaze leading in autism / Ouriel GRYNSZPAN in Research in Autism Spectrum Disorders, 67 (November 2019)
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