Self-monitoring involves teaching students to be aware of their own behavior, and be able to record whether the behavior happened or not. The present study uses meta-analysis of single case design (SCD) studies to evaluate the effectiveness of self-monitoring interventions that use electronic devices during implementation for individuals with autism spectrum disorder (ASD). Eligible studies were accessed to determine design quality, and examine the use of self-monitoring for individuals diagnosed with ASD. Studies were evaluated against inclusion-exclusion criteria. The studies that met inclusion criteria (n = 15) were assessed with the What Works Clearinghouse (WWC) standards for methodological rigor. The WWC standards were applied to baseline and intervention phases. There were a total of 12 studies with 32 students diagnosed with ASD that met SCD standards without, and with reservations. The 12 studies were evaluated using the Tau-U effect size metric to quantify the percentage of change that was attributed to the self-monitoring intervention. Overall, omnibus Tau-U was 0.96 (95% confidence interval [CI] = [0.89, 1.0]). Limitations and directions for future research are discussed.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1505170 |
| Date | 05 1900 |
| Creators | Robertson, Ryan S |
| Contributors | Boesch, Miriam, Savage, Melissa, Chang, Mei, Hull, Darrell |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 66 pages, Text |
| Rights | Public, Robertson, Ryan S, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.1431 seconds