Using Self-Management Strategies to increase the On-Task Behavior of a Student with Autism

Abstract

A multiple-baseline design was used to investigate the effectiveness of using self management strategies and reinforcement to increase the on-task behaviors of a high-functioning second-grade student with autism who was fully included in a general education classroom. Results of data collected over 9 weeks indicated that when self-management and reinforcement procedures were implemented, rates of on-task behavior were significantly higher than during baseline. Improvements in independent academic and behavioral functioning were also noted. Further research is recommended to determine the viability of using self-management procedures in full-inclusion settings for students with a wider range of skills and deficits.

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