Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children with Autism

Autor/inn/en	Holifield, Cassandra; Goodman, Janet; Hazelkorn, Michael; Heflin, L. Juane
Titel	Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 25 (2010) 4, S.230-238 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357610380137
Schlagwörter	Self Management; Autism; Self Contained Classrooms; Metacognition; Attention; Time on Task; Academic Achievement; Elementary School Students; Intervention; Instructional Effectiveness; Language Arts; Mathematics Instruction; Validity; Behavior Change; Individualized Education Programs; Reliability + Suchen Sie Ihr Suchwort? Selbstmanagement; Autismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeit; Zeitaufwand; Schulleistung; Unterrichtserfolg; Sprachkultur; Mathematics lessons; Mathematikunterricht; Gültigkeit; Individualized education program; Individualisierendes Lernen; Reliabilität
Abstract	This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both students were taught to self-monitor in language arts and mathematics with measures of attending to task and academic accuracy being collected simultaneously. Results are interpreted to conclude that the self-monitoring procedure was effective for both students and resulted in immediate increases in attending to task and academic accuracy even though results in academic accuracy were variable. Social validity was documented by the increase in two behaviors relevant for student success (attending to task and academic accuracy) and greater student independence. (Contains 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10