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

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