{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1084"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1084","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Using an Apple iPad for self-monitoring of students with autism","abstract":"The purpose of the study was to examine the effects on using an iPad to self-monitor the behaviors of middle school students with Autism Spectrum Disorder (ASD). Four students (12-13 years old, 4 male) participated in the study. A single subject design with ABAB phases was used. During the baseline, all students were observed to record their on and off task behaviors in the language arts class. During the intervention, the students were guided by the teacher to create a video of self-modeled on task behavior and saved their self- images into customized \"app\" called Choiceworks by adding their voice to state the behavior. Subsequently, the iPad was taken away for 10 days, then continued to use in class to further examine the effect. The results showed that the participant's off task behavior decreased and assignment scores increased during the intervention. It is found that the iPad serving as a portable hardware device could be used to provide students with ASD as an affordable and customizable tool for self- monitoring their behaviors.","abstract_html":"The purpose of the study was to examine the effects on using an iPad to self-monitor the behaviors of middle school students with Autism Spectrum Disorder (ASD). Four students (12-13 years old, 4 male) participated in the study. A single subject design with ABAB phases was used. During the baseline, all students were observed to record their on and off task behaviors in the language arts class. During the intervention, the students were guided by the teacher to create a video of self-modeled on task behavior and saved their self- images into customized "app" called Choiceworks by adding their voice to state the behavior. Subsequently, the iPad was taken away for 10 days, then continued to use in class to further examine the effect. The results showed that the participant's off task behavior decreased and assignment scores increased during the intervention. It is found that the iPad serving as a portable hardware device could be used to provide students with ASD as an affordable and customizable tool for self- monitoring their behaviors.","abstract_has_math":false,"creators":["Rigo, Erin"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-06-25T07:00:00Z","date_published":"2013-06-25T07:00:00Z","updated_at":"2026-07-24T04:12:49Z","subjects":["Autistic children; Tablet computers; Self-monitoring","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/85","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Rigo, Erin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:37Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autistic children; Tablet computers; Self-monitoring","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/85"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to examine the effects on using an iPad to self-monitor the behaviors of middle school students with Autism Spectrum Disorder (ASD). Four students (12-13 years old, 4 male) participated in the study. A single subject design with ABAB phases was used. During the baseline, all students were observed to record their on and off task behaviors in the language arts class. During the intervention, the students were guided by the teacher to create a video of self-modeled on task behavior and saved their self- images into customized \"app\" called Choiceworks by adding their voice to state the behavior. Subsequently, the iPad was taken away for 10 days, then continued to use in class to further examine the effect. The results showed that the participant's off task behavior decreased and assignment scores increased during the intervention. It is found that the iPad serving as a portable hardware device could be used to provide students with ASD as an affordable and customizable tool for self- monitoring their behaviors."]},{"key":"dc:title","label":"Title","values":["Using an Apple iPad for self-monitoring of students with autism"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Rigo, Erin"],"dc:date.available":["2020-03-03T19:58:37Z"],"dc:description.abstract":["The purpose of the study was to examine the effects on using an iPad to self-monitor the behaviors of middle school students with Autism Spectrum Disorder (ASD). Four students (12-13 years old, 4 male) participated in the study. A single subject design with ABAB phases was used. During the baseline, all students were observed to record their on and off task behaviors in the language arts class. During the intervention, the students were guided by the teacher to create a video of self-modeled on task behavior and saved their self- images into customized \"app\" called Choiceworks by adding their voice to state the behavior. Subsequently, the iPad was taken away for 10 days, then continued to use in class to further examine the effect. The results showed that the participant's off task behavior decreased and assignment scores increased during the intervention. It is found that the iPad serving as a portable hardware device could be used to provide students with ASD as an affordable and customizable tool for self- monitoring their behaviors."],"dc:identifier":["https://rdw.rowan.edu/etd/85"],"dc:subject":["Autistic children; Tablet computers; Self-monitoring","Special Education and Teaching"],"dc:title":["Using an Apple iPad for self-monitoring of students with autism"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:12:49Z"}