Affiliation:
1. University of North Texas
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 functioning 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.
Subject
Applied Psychology,Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health
Cited by
34 articles.
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