Self-monitoring to improve on-task behavior of a student with high functioning autism

The purpose of this study was to increase the on-task behavior of a 12 year old boy with high functioning autism. This study explored the effects of self-monitoring and selfgraphing on improving the subject's on-task behavior during large group Daily Oral Language, vocabulary and reading instruction. A changing criterion design was implemented over a period of 20 days. Generalization probes were conducted during social studies/health instruction. Results indicated that the subject's on-task behavior increased significantly over time, suggesting that self-monitoring and self-graphing could be an effective intervention for students with high functioning autism.