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Using self-management strategies to increase the on-task behavior of a student with autism (1999)
| Content Provider | CiteSeerX |
|---|---|
| Author | Callahan, Kevin Rademacher, Joyce A. |
| Abstract | Abstract: A multiple-baseline design was used to investigate the effectiveness of using self management strategies and reinforcement to increase the on-task behaviors of a high-functioning second-grade student with autism who was fully included in a general education classroom. Results of data collected over 9 weeks indicated that when self-management and reinforcement procedures were implemented, rates of on-task behavior were significantly higher than during baseline. Improvements in independent academic and behavioral func-tioning were also noted. Further research is recommended to determine the viability of using self-management procedures in full-inclusion settings for students with a wider range of skills and deficits. Self-management strategies, generally consisting of four groups of interventions-including (a) self-recording, (b) self-evaluation, (c) self-reinforcement, and (d) self-instruction and goal setting-have been implemented suc-cessfully in the remediation of a variety of problem behav-iors in school, home, and community settings, and across diverse populations of students (e.g., Callahan, Rade- |
| File Format | |
| Journal | Journal of Positive Behavior Interventions |
| Language | English |
| Publisher Date | 1999-01-01 |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
