The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism

Rosenbloom, Raia; Wills, Howard P.; Mason, Rose A.; Huffman, Jonathan M.; Mason, Benjamin A.

doi:10.1007/s10803-019-04209-4

Cited by 25 publications

(37 citation statements)

References 60 publications

(211 reference statements)

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“…However, due to symptom overlap, diagnostic overshadowing and atypical symptom presentation, assessment, diagnosis, and treatment of co-occurring conditions in autism are complex and challenging [ 55 ]. Although individuals with autism should be provided with appropriate medical treatments for all co-occurring medical conditions, it is increasingly apparent that many experience significant difficulties in accessing medical care [ 77 , 148 ]. To promote better physical and mental health and reduce the risk of premature death, systems of care must recognise and adapt to the needs of autistic people, as should be done with any vulnerable group in society.…”

Section: Treatmentmentioning

confidence: 99%

ESCAP practice guidance for autism: a summary of evidence-based recommendations for diagnosis and treatment

Fuentes

Hervás

Howlin

2020

Eur Child Adolesc Psychiatry

103

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Across Europe, there is increased awareness of the frequency and importance of autism spectrum disorder (ASD), which is now recognised not only as a childhood disorder but as a heterogeneous, neurodevelopmental condition that persists throughout life. Services for individuals with autism and their families vary widely, but in most European countries, provision is limited. In 2018, European Society of Child and Adolescent Psychiatry (ESCAP) identified the need for a Practice Guidance document that would help to improve knowledge and practice, especially for individuals in underserviced areas. The present document, prepared by the ASD Working Party and endorsed by the ESCAP Board on October 3, 2019, summarises current information on autism and focuses on ways of detecting, diagnosing, and treating this condition.

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Section: Treatmentmentioning

confidence: 99%

ESCAP practice guidance for autism: a summary of evidence-based recommendations for diagnosis and treatment

Fuentes

Hervás

Howlin

2020

Eur Child Adolesc Psychiatry

103

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“…,Blood et al (2011), Cihak et al (2010), Hunter et al (2017,Romans et al (2020), Rosenbloom et al (2019,Szwed and Bouck (2013). The heterogeneity value, I 2 , was 0%, meaning there was no significant difference in the effects oftechnology-based self-monitoring interventions across the selected studies, indicating the overall effectiveness of the technology-based self-monitoring interventions.…”

mentioning

confidence: 97%

Technology‐based self‐monitoring system for on‐task behavior of students with disabilities: A quantitative meta‐analysis of single‐subject research

Mize

Park

Carter

2021

Computer Assisted Learning

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Background: There have been several studies that involved technology-based selfmonitoring procedures to increase on-task behavior. Although there are continued advancements in technology application such as functions that are embedded in the application (e.g., reinforcement, feedback), the appropriate use of technology is required to be accompanied by evidence-based guidance.Objectives: The purpose of this meta-analytic approach was to (a) examine the effectiveness of a technology-based self-monitoring system on the on-task behavior of students with disabilities and (b) provide information that can support the use of a technology-based approach as an effective method for the teaching of relevant behavioral skills. Methods: All reviewed 16 studies employed a single-case research design, targeting technology-based self-monitoring interventions for students with disabilities. Studies were descriptively analyzed and evaluated for methodological quality using the What Works Clearinghouse (WWC) standards and criteria. Additionally, to examine the level and trend of reading fluency outcomes, Tau-U was calculated across the studies by measuring the impact of various moderator variables on the intervention effects.Results and Conclusions: Overall, studies showed a strong effect of using the technology-based self-monitoring on on-task behaviors. The impacts of six possible moderator variables (i.e., school level, types of technology, student training, teacher feedback and teacher reinforcement) were analyzed and there was no significant difference in the six variables with regards to the effects of the technology-based selfmonitoring on the improvement of on-task behaviors.Implications: Based on the findings that support the positive impact of using mobile technology for increasing on-task behaviors of students with disabilities, directions for future research and practical applications were discussed.

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“…An extension of this research to other class-wide (e.g., positive peer reporting; Lum et al, 2019) or individualized behavioral interventions (e.g., Check-In/Check-Out; McDaniel & Bruhn, 2016) is an important next step. For example, self-monitoring is commonly implemented as a Tier-2 behavioral support for in-person instruction (Hume et al, 2009), and has been applied to paper and technology-based formats (e.g., Rosenbloom et al, 2019). Therefore, self-monitoring may be effective for supporting individual student engagement during virtual instruction.…”

Section: Discussionmentioning

confidence: 99%

The Effect of CW-FIT on Group Engagement During Virtual Instruction

LeJeune

Samudre

Whitaker

et al. 2022

J Spec Educ Technol

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There is a need to adapt research-based behavior management interventions so they have utility for virtual instruction. In this study, we investigated whether Class-Wide Function-Related Intervention Teams (CW-FIT) would increase group engagement for a first-grade inclusive class during virtual reading instruction. Results of the single case ABAB design indicated a functional relation between CW-FIT and increased group engagement. Secondary measures of students’ (a) screen match (i.e., appropriate screen activity) during instruction and (b) attendance did not have clear relations with CW-FIT implementation. Overall, these results suggest behavioral interventions with evidence of effectiveness for increasing engagement during in-person instruction may have similar effects during virtual instruction.

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The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism

Abstract: program in Applied Behavioral Science and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Cited by 25 publications

References 60 publications

ESCAP practice guidance for autism: a summary of evidence-based recommendations for diagnosis and treatment

ESCAP practice guidance for autism: a summary of evidence-based recommendations for diagnosis and treatment

Technology‐based self‐monitoring system for on‐task behavior of students with disabilities: A quantitative meta‐analysis of single‐subject research

The Effect of CW-FIT on Group Engagement During Virtual Instruction

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