Keywords
Autism spectrum disorder, self monitoring, academic productivity
Abstract
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.
Notes
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Graduation Date
2013
Semester
Summer
Advisor
Hoffman, Bobby
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Department
Dean's Office, Education
Degree Program
Education
Format
application/pdf
Identifier
CFE0004831
URL
http://purl.fcla.edu/fcla/etd/CFE0004831
Language
English
Release Date
August 2013
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Subjects
Dissertations, Academic -- Education, Education -- Dissertations, Academic
STARS Citation
Craanen, Patrick, "The Effect Of A Self-monitoring Treatment Intervention Package On The Academic Productivity Behavior Of Three High School Students With Autism Spectrum Disorder" (2013). Electronic Theses and Dissertations. 2616.
https://stars.library.ucf.edu/etd/2616
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