Usare l'iPad per l'auto-monitoraggio in studenti con autismo
Brief Report: Using iPads for Self-Monitoring of Students with Autism.
Xin JF, Sheppard ME, Brown M.
J Autism Dev Disord. 2017 May;47(5):1559-1567. doi: 10.1007/s10803-017-3055-y.
Abstract
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.
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.