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Use of Self-Modeling Static-Picture Prompts via a Handheld Computer to Facilitate Self-Monitoring in the General Education Classroom
ARTICLE

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ETADD Volume 45, Number 1, ISSN 2154-1647

Abstract

This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms. The percentage of intervals engaged academically and the number of teacher prompts was analyzed in the context of a multiple probe across settings design with an embedded A-B-A-B. Results indicated that students all benefited from use of the handheld computer depicting self-model static-picture prompts. Students also were able to successfully self-monitor and regulate their behavior in multiple settings. Results are discussed relative to the use of self-model prompts, handheld computer, and independence provided by self-monitoring. (Contains 3 figures.)

Citation

Cihak, D.F., Wright, R. & Ayres, K.M. (2010). Use of Self-Modeling Static-Picture Prompts via a Handheld Computer to Facilitate Self-Monitoring in the General Education Classroom. Education and Training in Autism and Developmental Disabilities, 45(1), 136-149. Retrieved July 14, 2020 from .

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