Using “Interval Check-ins” to Implement “Self- Monitoring” Skills During Peer Conversations for a High School Student with Autism Spectrum Disorder in a High School Resource Room
Faculty Sponsor
Jennifer Neyman
neyman@gonzaga.edu
Session Type
Poster Presentation
Research Project Abstract
The purpose of this study was to measure appropriate comments of an 18-year-old boy with Autism Spectrum Disorder (ASD) during a peer conversation using an interval check-in system. During a 3-minute session, comments were measured with an interval data system within a reversal design. During the interval check-in system, the researcher prepared seven conversation cards with different topics. One card was chosen as the first topic and a goal was set. The peer started the conversation. Every 15 seconds, the participant was asked if the comment he was making was appropriate. Feedback was given based on his response. If the participant reached the goal, he was given a reward. The intervention increased the percentage of appropriate comments during peer conversations. The interval check-in system was not only successful in developing appropriate peer conversations but was also cost effective and developed self-monitoring skills.
Session Number
PS3
Location
HUB Multipurpose Room
Abstract Number
PS3-g
Using “Interval Check-ins” to Implement “Self- Monitoring” Skills During Peer Conversations for a High School Student with Autism Spectrum Disorder in a High School Resource Room
HUB Multipurpose Room
The purpose of this study was to measure appropriate comments of an 18-year-old boy with Autism Spectrum Disorder (ASD) during a peer conversation using an interval check-in system. During a 3-minute session, comments were measured with an interval data system within a reversal design. During the interval check-in system, the researcher prepared seven conversation cards with different topics. One card was chosen as the first topic and a goal was set. The peer started the conversation. Every 15 seconds, the participant was asked if the comment he was making was appropriate. Feedback was given based on his response. If the participant reached the goal, he was given a reward. The intervention increased the percentage of appropriate comments during peer conversations. The interval check-in system was not only successful in developing appropriate peer conversations but was also cost effective and developed self-monitoring skills.
