Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder.
This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed.
Department of Exceptional Student Education, College of Education, Florida Atlantic University, 777 Glades Rd., Boca Raton, FL, 33431, USA, lisa.finn@palmbeachschools.org.
Lisa
L
Finn
Rangasamy
R
Ramasamy
Charles
C
Dukes
John
J
Scott
D001288:Attention; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology* / Q000628:therapy*; D006801:Humans; D008297:Male; D012648:Self Care / Q000379:methods*; D012682:Sensory Aids / Q000523:psychology*; D013334:Students / Q000523:psychology*