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001 ocn824511106;

003 OCoLC;

005 20141212050736.0;

006 m o d ;

007 cr bn|||||||||;

008 130116s2012 ncua ob 000 0 eng d;

035 a| (Sirsi) o824511106;

035 a| (OCoLC)824511106;

049 a| EREE;

090 a| LC4603.3;

100 1 a| Root, Jenny.?| UNAUTHORIZED;

245 10 a| Tactile self monitoring of attention to decrease off-task behavior of adolescents with intellectual disabilities and autism /c| by Jenny Root.;

246 1 i| title from abstract pagea| Tactile self monitoring of attention to decrease off task behavior of adolescent students with intellectual disabilities and autism;

260 a| [Greenville, N.C.] :b| East Carolina University,c| 2012.;

300 a| 53 pages :b| illustrations, digital, PDF file;

336 a| text2| rdacontent;

337 a| computer2| rdamedia;

338 a| online resource2| rdacarrier;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.Ed.c| East Carolina Universityd| 2012.;

500 a| Presented to the faculty of the Department of Special Education, Foundations and Research.;

500 a| Advisor: Kathi Wilhite.;

500 a| Title from PDF t.p. (viewed Mar. 1, 2013).;

520 3 a| The purpose of this study was to investigate the effects of tactile self monitoring of attention on off task behavior by students with Intellectual Disabilities and Autism in the self contained setting during independent tasks. Adolescents with Intellectual Disabilities and Autism demonstrate significant deficits in self management as demonstrated by off task behavior. The participants of the study were three public middle school students ages 12-13 with Intellectual Disabilities and Autism who receive all academic instruction in a special education classroom. The participants all displayed significant amounts of off-task behavior during baseline, including getting out of their seats, talking with or interrupting others, looking around the classroom at items not related to the task, not working on assigned tasks, engaging in bodily movements unrelated to or interfering with the assigned task or using materials for purposes other than completing the assigned task. A tactile self monitoring intervention was implemented using a multiple baseline design across three tasks. The independent tasks included reading, math, and vocational activities. The tactile self monitoring of attention was successful in decreasing the amount of time spent off task during independent work activities.;

504 a| Includes bibliographical references.;

650 0 a| Students with disabilities.=| ^A370576;

650 0 a| Attention in adolescence.=| ^A1146437;

650 0 a| Youth with mental disabilitiesx| Behavior modification.=| ^A305991;

650 0 a| Youth with autism spectrum disordersx| Behavior modification.=| ^A1114424;

653 a| Special education;

653 a| Behavioral sciences;

653 a| Education;

700 1 a| Wilhite, Kathi.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Special Education, Foundations and Research.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4111;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3255394;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3255394-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 1/16/2013x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3255394-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/16/2013x| ETDz| HERESOURCE;

Tactile self monitoring of attention to decrease off-task behavior of adolescents with intellectual disabilities and autism / by Jenny Root.

Author/creator	Root, Jenny
Other author	Wilhite, Kathi.
Other author	East Carolina University. Department of Special Education, Foundations and Research.
Format	Theses and dissertations
Publication Info	[Greenville, N.C.] : East Carolina University, 2012.
Description	53 pages : illustrations, digital, PDF file
Supplemental Content	Access via ScholarShip
Subjects	Students with disabilities. Attention in adolescence. Youth with mental disabilities--Behavior modification. Youth with autism spectrum disorders--Behavior modification.

Variant title	title from abstract page Tactile self monitoring of attention to decrease off task behavior of adolescent students with intellectual disabilities and autism
Summary	The purpose of this study was to investigate the effects of tactile self monitoring of attention on off task behavior by students with Intellectual Disabilities and Autism in the self contained setting during independent tasks. Adolescents with Intellectual Disabilities and Autism demonstrate significant deficits in self management as demonstrated by off task behavior. The participants of the study were three public middle school students ages 12-13 with Intellectual Disabilities and Autism who receive all academic instruction in a special education classroom. The participants all displayed significant amounts of off-task behavior during baseline, including getting out of their seats, talking with or interrupting others, looking around the classroom at items not related to the task, not working on assigned tasks, engaging in bodily movements unrelated to or interfering with the assigned task or using materials for purposes other than completing the assigned task. A tactile self monitoring intervention was implemented using a multiple baseline design across three tasks. The independent tasks included reading, math, and vocational activities. The tactile self monitoring of attention was successful in decreasing the amount of time spent off task during independent work activities.
General note	Presented to the faculty of the Department of Special Education, Foundations and Research.
General note	Advisor: Kathi Wilhite.
General note	Title from PDF t.p. (viewed Mar. 1, 2013).
Dissertation note	M.A.Ed. East Carolina University 2012.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Tactile self monitoring of attention to decrease off-task behavior of adolescents with intellectual disabilities and autism / by Jenny Root.

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