{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1510"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1510","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Using iPads to increase on-task behavior of students with autism","abstract":"Students with ASD often exhibit behavior problems, of these; off-task behaviors are a concern. The purpose of this study was to examine the effect of using an iPad for students with ASD to self-monitor their own behaviors. A boy and three girls with ASD participated. A single subject design with ABAB phases was used. During the baseline, each student's behavior occurrences in a language arts class were observed using interval recording of three on-task behaviors including facing forward, engaging in assignment, and looking at the teacher. During the intervention, an iPad was provided with an app called Choiceworks downloaded together with each student's self-modeling image of each on-task behavior. Each student was taught to learn the on-task behaviors by watching the self-modeled image, and recording his/her own behavior for 15 days. Then, the iPad was taken away for 5 days, and resumed for 15 days to evaluate student's performance. The results showed that their on-task behaviors were increased when an iPad was used in self-monitoring.","abstract_html":"Students with ASD often exhibit behavior problems, of these; off-task behaviors are a concern. The purpose of this study was to examine the effect of using an iPad for students with ASD to self-monitor their own behaviors. A boy and three girls with ASD participated. A single subject design with ABAB phases was used. During the baseline, each student's behavior occurrences in a language arts class were observed using interval recording of three on-task behaviors including facing forward, engaging in assignment, and looking at the teacher. During the intervention, an iPad was provided with an app called Choiceworks downloaded together with each student's self-modeling image of each on-task behavior. Each student was taught to learn the on-task behaviors by watching the self-modeled image, and recording his/her own behavior for 15 days. Then, the iPad was taken away for 5 days, and resumed for 15 days to evaluate student's performance. The results showed that their on-task behaviors were increased when an iPad was used in self-monitoring.","abstract_has_math":false,"creators":["Gould, Michelle"],"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":2015,"date_issued":"2015-06-15T07:00:00Z","date_published":"2015-06-15T07:00:00Z","updated_at":"2026-07-24T04:13:15Z","subjects":["Autistic children--Behavior modification; Tablet computers","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/511","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":["Gould, Michelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:16Z"]},{"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--Behavior modification; Tablet computers","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/511"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Students with ASD often exhibit behavior problems, of these; off-task behaviors are a concern. The purpose of this study was to examine the effect of using an iPad for students with ASD to self-monitor their own behaviors. A boy and three girls with ASD participated. A single subject design with ABAB phases was used. During the baseline, each student's behavior occurrences in a language arts class were observed using interval recording of three on-task behaviors including facing forward, engaging in assignment, and looking at the teacher. During the intervention, an iPad was provided with an app called Choiceworks downloaded together with each student's self-modeling image of each on-task behavior. Each student was taught to learn the on-task behaviors by watching the self-modeled image, and recording his/her own behavior for 15 days. Then, the iPad was taken away for 5 days, and resumed for 15 days to evaluate student's performance. The results showed that their on-task behaviors were increased when an iPad was used in self-monitoring."]},{"key":"dc:title","label":"Title","values":["Using iPads to increase on-task behavior of students with autism"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Gould, Michelle"],"dc:date.available":["2020-03-03T19:59:16Z"],"dc:description.abstract":["Students with ASD often exhibit behavior problems, of these; off-task behaviors are a concern. The purpose of this study was to examine the effect of using an iPad for students with ASD to self-monitor their own behaviors. A boy and three girls with ASD participated. A single subject design with ABAB phases was used. During the baseline, each student's behavior occurrences in a language arts class were observed using interval recording of three on-task behaviors including facing forward, engaging in assignment, and looking at the teacher. During the intervention, an iPad was provided with an app called Choiceworks downloaded together with each student's self-modeling image of each on-task behavior. Each student was taught to learn the on-task behaviors by watching the self-modeled image, and recording his/her own behavior for 15 days. Then, the iPad was taken away for 5 days, and resumed for 15 days to evaluate student's performance. The results showed that their on-task behaviors were increased when an iPad was used in self-monitoring."],"dc:identifier":["https://rdw.rowan.edu/etd/511"],"dc:subject":["Autistic children--Behavior modification; Tablet computers","Special Education and Teaching"],"dc:title":["Using iPads to increase on-task behavior 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":"2026-07-24T04:13:15Z"}