Abstract
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.
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The authors thank Elisa Cruz-Torres for assisting us with graphing.
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Finn, L., Ramasamy, R., Dukes, C. et al. Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder. J Autism Dev Disord 45, 1408–1418 (2015). https://doi.org/10.1007/s10803-014-2300-x
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DOI: https://doi.org/10.1007/s10803-014-2300-x