Stage 1: Exploration
The goal of the Exploration Stage is to allow time to assess the potential match between school needs, the I-Connect intervention requirements, resources, and the decision to proceed (or not). In addition, potential barriers to implementation are assessed (e.g., relating to funding, staffing, referrals, and system changes) and cataloged in the Readiness Assessment. During this stage, it is suggested an I-Connect Implementation team is identified as a subcommittee of an existing school team, stakeholders are engaged for feedback, and an Action Plan for moving forward is created.
The result of the Exploration Stage is a clear implementation plan with tasks and timelines to facilitate the installation and initial implementation of the program.
Learn More about what I-Connect looks like in the Exploration Stage:
- Work with existing student support team (PBIS, or MTSS) teams to introduce and become familiar with I-Connect, if no existing structure exists a subcommittee can be formed within existing teams (Special Education(SPED), Professional Learning Communities(PLC) etc.).
- Identify core group of Student Support Team members to facilitate I-Connect implementation (School Implementation Team, I-Connect Implementation Team), set up regular meetings for this team.
- Present I-Connect to administration, including technology infrastructure requirements
- Present I-Connect to faculty and staff: review benefits to students, time requirements, recruit and identify potential mentors
- The I-Connect Implementation Team completes resource assessment to determine readiness for I-Connect Implementation
- Once readiness is established, I-Connect Implementation Team creates an action plan to ensure all essential drivers of I-Connect are in place.
- Consider piloting use of I-Connect with a mentor and 1-2 students to identify how I-Connect will work best.
I-Connect Research Briefs
Decreasing Inappropriate Behaviors
I-Connect: Decreasing Inappropriate Behaviors in the Workplace for Adults with Autism. Most adults with ASD are not employed throughout their working careers even though they are capable of successful employment. Click the following link for more information:
I-Connect Research Brief- Decreasing Inappropriate Behaviors
Reducing Stereotypic Behaviors
I-Connect: Promoting Independence and Reducing Stereotypic Behavior in Adolescents with Autism. Self-monitoring has been supported by research for individuals with ASD in order to increase desirable behavioral repertoires as well as decrease behaviors unsuited with successful outcomes:
I-Connect: Integrated Independence for High School Students with Disabilities. Technological innovations offer promise for intervention implementation improvement. Click on the following link for more information:
Self-Monitoring in High School
I-Connect: Self-Monitoring for Students in High School with Disabilities. HS students with disabilities is an underserved population in intervention research in spite of the potential to improve student academic and behaviorial outcomes. Click on the following link for more information:
I-Connect Research Brief- Self-Monitoring for Students in High School
I-Connect for Adolescent ASD
This study investigated the impact of using I-Connect to self-monitoring on task behavior, and the related impact of this intervention on task completion and disruptive behavior for four adolescent students with a medical diagnosis of ASD and/or receiving special education under the eligibility of Autism. Click on the following link for more information:
I-Connect Research Brief-On task, disruptive, task completion Adolescent ASD
Improving Behavioral & Academic Accuracy
This study investigated the impact of self-monitoring using I-Connect on on-task behavior and academic accuracy for two high school aged students with medical diagnoses of ASD and ADHD. Two high school aged students, receiving special education and a teacher reported history of high rates of “off task behavior ”Click on the following link for more information:
I-Connect Research Brief-Improving Behavioral & Academic Accuracy for High School Students with Autism Spectrum Disorder
I-Connect for Transition Aged Individuals with ASD
Self-Management strategies such as self-monitoring can help students with ASD to maintain attention and focus in school, home and community settings. This study investigated the impact of self-monitoring using I-Connect on on-task behavior for a 19-year-old postsecondary student with ASD:
I-Connect Research Brief-Improving On-task behavior for transition aged individuals with ASD
Improving Outcomes for Students with ASD
This study investigated the impact of self-monitoring using I-Connect on behavioral and academic outcomes for two elemenatry aged students with ASD. Conducted in a rural elementary school in a Midwestern state. Two elementary aged students, receiving special education under an ASD eligibility and teacher reported high rates of “off task behavior”
Improving Behavioral and Academic Outcomes for Students with Autism Spectrum Disorder
Enabling Inclusion for Students with ASD
This study investigated the impact of self-monitoring using I-Connect on behavioral and academic outcomes for two elementary aged students with ASD. 9-year-old elementary aged students, with a diagnosis of High Functioning ASD with a reported history of high rates of off task and disruptive behavior resulting in frequent removal from the general education environment.
Technology delivered self-monitoring application to promote successful inclusion of an elementary student with autism