High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students with Autism

Autor/inn/en	Bouck, Emily C.; Savage, Melissa; Meyer, Nancy K.; Taber-Doughty, Teresa; Hunley, Megan
Titel	High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 29 (2014) 3, S.156-167 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357614528797
Schlagwörter	Autism; Pervasive Developmental Disorders; Comparative Analysis; Self Management; Secondary School Students; Intervention; Handheld Devices; Interviews; Preferences; Daily Living Skills; Student Attitudes; Computer Uses in Education + Suchen Sie Ihr Suchwort? Autismus; Selbstmanagement; Sekundarschüler; Interviewing; Interviewtechnik; Alltagsfertigkeit; Schülerverhalten; Computernutzung
Abstract	Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10