Xin Joy F, Sheppard Mary E, Brown Michelle
Department of Interdisciplinary and Inclusive Education, Rowan University, 201, Mullica Hill Rd., Glassboro, NJ, 08028, USA.
Salem County Special Services School, Bridgeton, NJ, 08302, USA.
J Autism Dev Disord. 2017 May;47(5):1559-1567. doi: 10.1007/s10803-017-3055-y.
This study examined the effect of using an iPad for students with autism spectrum disorder (ASD) on self-monitoring their behaviors in class. Four students with ASD were taught on-task behaviors by watching self-modeled video saved in the application "Choiceworks" on their iPads, and collected data on their own behaviors. A single subject research design with ABAB phases was used. Student behaviors were observed using interval recording and behavioral occurrences were compared across phases. Results showed that the participating students' on-task behaviors (e.g., facing forward, looking at teacher, i.e. eye contact, and working on the assignment) were increased when an iPad was used for their self-monitoring.
本研究考察了让患有自闭症谱系障碍（ASD）的学生使用iPad对其在课堂上自我监控行为的影响。四名患有ASD的学生通过观看保存在他们iPad上的应用程序“Choiceworks”中的自我示范视频来学习任务相关行为，并收集自己行为的数据。采用了ABAB阶段的单受试者研究设计。使用间隔记录法观察学生行为，并比较各阶段的行为发生情况。结果表明，当使用iPad进行自我监控时，参与研究的学生的任务相关行为（例如，面向前方、看着老师，即眼神交流，以及完成作业）有所增加。
