The Effects of a Visual Self-Management Strategy on the Academic and Behavioral Performance of Elementary Students with Autism Spectrum Disorder
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Psychology and Special Education
Date of Award
Spring 2015
Abstract
There is a pressing need in today???s classrooms to provide intensive support for students with Autism Spectrum Disorder (ASD). Literature has suggested that self-management interventions can be helpful for students with ASD, but lack in naming what specific strategies these may be. This study assessed students self-managing their own schedules to increase task accuracy, fluency, and time on task. Data were collected over a 2 month period, in a single subject multiple baseline design during the academic school year. The results showed that the implementation of self-management interventions does increase time on task and task accuracy. Implications and limitations for future research are discussed.
Advisor
Brittany Hott
Subject Categories
Education | Special Education and Teaching
Recommended Citation
Slye, Robyn Eubank, "The Effects of a Visual Self-Management Strategy on the Academic and Behavioral Performance of Elementary Students with Autism Spectrum Disorder" (2015). Electronic Theses & Dissertations. 675.
https://digitalcommons.tamuc.edu/etd/675
