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| Empowering Students With Autism and Their Parents for Success in Online Learning |
| Monday, May 26, 2025 |
| 11:00 AM–11:20 AM |
| Convention Center, Street Level, 145 B |
| Area: EDC |
| Instruction Level: Intermediate |
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| Empowering Students With Autism and Their Parents for Success in Online Learning |
| Domain: Applied Research |
| PATRICK MALLORY (Baylor University), Patricia K. Hampshire (Mississippi State University) |
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| Abstract: Students with Autism Spectrum Disorders (ASD) often face self-management challenges that can hinder their success in online learning environments. With a growing number of students with ASD participating in online education, there is a need to explore support strategies tailored to these students' unique barriers. Despite this need, research on providing behavioral support for students with ASD in online learning is limited. This study employed a mixed-methods research design to evaluate the effectiveness of a technology-aided, modified Check-In/Check-Out (CICO) intervention on the on-task behavior of three high school students with ASD enrolled in online school. It also examined changes in the self-efficacy of both students and their parents during the study. The intervention included a CICO system, initial parent training, and ongoing coaching. A multiple baseline design measured on-task behavior, and qualitative data was gathered through student self-efficacy questionnaires and semi-structured parent interviews. Results showed an increase in on-task behavior for all students, though no significant changes in student self-efficacy were noted. Parents reported increased confidence in supporting their students, with interviews revealing four key themes: student learning challenges, parent engagement, self-confidence, and support for the parents. This study highlights essential factors for developing effective interventions in online learning environments. |
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