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Effects of a Self-Management with Peer Training Intervention on Academic Engagement for High School Students with Autism Spectrum Disorder
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Roberts, Garrett J.; Mize, Min; Reutebuch, Colleen K.; Falcomata, Terry; Capin, Philip; Steelman, Briana L. – Grantee Submission, 2019
Self-management interventions have been shown to improve behavioral, social, and academic outcomes across age-groups and settings; yet, a dearth of research exists on the impact of self-management interventions on academic engagement of high school students with autism spectrum disorder (ASD). The present study uses an ABAB withdrawal design to…
Descriptors: Intervention, Program Effectiveness, Learner Engagement, Self Management
Effects of a Self-Management with Peer Training Intervention on Academic Engagement for High School Students with Autism Spectrum Disorder
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Roberts, Garrett J.; Mize, Min; Reutebuch, Colleen K.; Falcomata, Terry; Capin, Philip; Steelman, Briana L. – Journal of Behavioral Education, 2019
Self-management interventions have been shown to improve behavioral, social, and academic outcomes across age-groups and settings; yet, a dearth of research exists on the impact of self-management interventions on academic engagement of high school students with autism spectrum disorder (ASD). The present study uses an ABAB withdrawal design to…
Descriptors: Intervention, Program Effectiveness, Learner Engagement, Self Management
Social Conversation Skill Improvements Associated with the Social Tools and Rules for Teens Program for Adolescents with Autism Spectrum Disorder: Results of a Randomized Controlled Trial
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Ko, Jordan A.; Miller, Amber R.; Vernon, Ty W. – Autism: The International Journal of Research and Practice, 2019
There has been a significant increase in the development of interventions to improve the social competence and success of adolescents with autism spectrum disorder. The current investigation used direct observation and coding of social conversations as a rigorous method to further assess the efficacy of the Social Tools And Rules for Teens…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Interpersonal Competence
The Effect of Web-Based Self-Monitoring to Increase On-Task Behavior and Academic Accuracy of High School Students with Autism
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Romans, Sara K.; Wills, Howard P.; Huffman, Jonathan M.; Garrison-Kane, Linda – Preventing School Failure, 2020
Individuals with Autism Spectrum Disorders (ASD) often demonstrate behaviors that impair their school experiences. Therefore, the implementation of research-based strategies that will foster success for students with ASD is critical. The purpose of this study was to investigate the effect of a web-based self-monitoring application, I-Connect,…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Time on Task
Peer Support Arrangements to Promote Positive Postschool Outcomes
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Scheef, Andrew R.; Hollingshead, Aleksandra; Voss, Cory S. – Intervention in School and Clinic, 2019
The use of peer support arrangements can be an effective strategy to improve educational services for students with disabilities, including those with autism spectrum disorder (ASD). When developing peer support arrangements, secondary teachers should consider aligning these services with evidence-based predictors of positive postschool outcomes…
Descriptors: Peer Influence, Peer Relationship, Disabilities, Autism
Self-Monitoring for High School Students with Disabilities: A Cross-Categorical Investigation of I-Connect
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Clemons, Lachelle L.; Mason, Benjamin A.; Garrison-Kane, Linda; Wills, Howard P. – Journal of Positive Behavior Interventions, 2016
Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation…
Descriptors: High School Students, Self Management, Intervention, Handheld Devices
Elimination of Drooling by an Adolescent Student with Autism Attending Public High School
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Kay, Shannon; Harchik, Alan E.; Luiselli, James K. – Journal of Positive Behavior Interventions, 2006
We evaluated a multicomponent intervention that successfully eliminated drooling by a 17-year-old student with autism who attended a public high school. The student was taught to perform compensatory responses (wiping his mouth and swallowing saliva), received positive reinforcement for having a "dry mouth," and was given opportunities to monitor…
Descriptors: Intervention, Autism, Integrity, Positive Reinforcement