Using a Task Analysis to Increase Self-Monitoring of Academic Tasks in a Student With Autism

Abstract

Self-monitoring is defined as the observation of one’s behavior (Newman et al., 1997) and applying operant techniques to modify that behavior (Malott, 1989). The skill of self-monitoring is acquired and perfected with daily practice. One of the educational goals for individuals with autism is learning skills that will promote independence (Lovett & Haring, 1989; Rhode, Morgan, & Young 1983; Shreibman, 1988). A task analysis can be used to teach self-management and self-monitoring to the individual with autism by giving a set of steps to follow in order to complete an academic assignment. While a task analysis can be used in settings other than academics, for example laundry skills, using the task analysis for academic tasks such as reading comprehension for an online class can be a helpful reference point to learn the steps necessary to complete the online assignments correctly and successfully. In this study, a thirteen-year-old boy diagnosed with Autism learned to use a task analysis for completing his online reading comprehension assignments. Due to clicking to access the next part of the assignment without completing the reading selection and reading his answer choices, his scores for assignments were low and did not reflect his academic ability.