Abstract
This study investigated the effects of using mobile technology as an intervention to increase the amount of praise delivered by teachers to low-performing students with autism. Additionally, the study also investigated the impact that praise would have on the on-task behaviors of these students. Participants included five elementary students with autism, two teachers, and two paraprofessionals. Results indicated that prompts from the mobile devices were effective in increasing the amount of praise provided by each of these educators. However, the extent to which teachers’ contingent praise impacted student on-task behaviors was less clear. Implications for future research and practice are discussed.
Get full access to this article
View all access options for this article.
