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Self-Monitoring Interventions for Students with ASD: a Meta-analysis of School-Based Research

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Abstract

The current study examines qualities of self-monitoring (SM) interventions for students with autism spectrum disorders (ASD) within school settings. Despite substantial research supporting the use of SM in schools, there is currently a lack of consensus regarding the student-, intervention-, and setting-level variables that support the use of this intervention. The current study specifically examines characteristics of students with ASD that react favorably to the intervention, what procedures are necessary for implementation, and how settings within schools affect outcomes. Sixteen single subject studies were identified with 28 unique participants. Results indicate strong effects for students with ASD (overall Tau-U = .83 CI95 [.78, .78]) across a variety of behavioral targets and school settings. In terms of implementation, the current analysis found that much of this interventions effects are based four key components (e.g., selecting a target behavior, defining the target behavior, self-assessment, and self-recording). In addition, preliminary evidence shows that higher levels of student involvement lead to stronger intervention effects.

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References

References marked with an asterisk indicate studies included in the meta-analysis

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Authors and Affiliations

  1. Department of Educational Psychology, University of Utah, 1721 Campus Center Drive, SAEC 3229, Salt Lake City, UT, 84112, USA

    John L. Davis

  2. Juniper Gardens Children’s Project, University of Kansas, 444 Minnesota Avenue, Kansas City, KS, 66101, USA

    Benjamin A. Mason & Rose A. Mason

  3. HOME Program, University Neuropsychiatric Institute, 650 Komas Drive, Salt Lake City, UT, 84108, USA

    Heather S. Davis

  4. School of Education, California Polytechnic State University San Luis Obispo, Cotchett Education Building 2, Room 120A, San Luis Obispo, CA, 93407, USA

    Stephen A. Crutchfield

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  1. John L. Davis
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  2. Benjamin A. Mason
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  3. Heather S. Davis
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  4. Rose A. Mason
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  5. Stephen A. Crutchfield
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Correspondence to John L. Davis.

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Davis, J.L., Mason, B.A., Davis, H.S. et al. Self-Monitoring Interventions for Students with ASD: a Meta-analysis of School-Based Research. Rev J Autism Dev Disord 3, 196–208 (2016). https://doi.org/10.1007/s40489-016-0076-y

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  • DOI: https://doi.org/10.1007/s40489-016-0076-y

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