Autism spectrum disorders in children

Autism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges in written expression. Writing, across content areas, is a primary means in which student learning is measured and evaluated. The COVID-19 pandemic forced educators to explore the use of technology, through the application of synchronous and asynchronous instructional models, to meet the needs of all students while also providing access to Evidence Based Practices (EBPs) and rigorous content (Cox et al., 2021). This study examined the effects of an intervention package consisting of video modeling and virtual coaching on the use of a procedural facilitator (PF) as a planning tool on the overall written quality of the opinion writing with elementary school-aged children with ASD. Writing quality was measured by the presence of planned paragraph elements, Correct Word Sequences (CWS), and Total Words Written (TWW). The significance, acceptability, and effectiveness of the intervention package was also explored.
Results indicate a functional relationship between the intervention package and the presence of planned paragraph elements. The intervention package did not directly impact CWS or TWW. Participant perceptions of the intervention package were generally positive. Caregiver perceptions of the intervention package were generally positive. Implications of the present study are discussed along with limitations and recommendations for future research.

In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting.