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This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed.

The accuracy of interpretation of single subject data was evaluated by comparing raters' visual analysis of behavior change with statistical determination of behavior change using the split‐middle methods of trend estimation. In addition, the effects of rater background (undergraduate, graduate student) and characteristics of the fictitious student (gender, label) on the ratings were determined. Results indicated that the accuracy of visual analysis was less than chance (47%). Rater and student characteristics, for the most part, did not affect the ratings. Implications of these results are discussed. © 1997 John Wiley & Sons, Inc.

The purpose of this study was to assess the post-high school employment status of Apache Native American youth. In 1992, face-to-face interviews were conducted with 106 former high school students who exited from Alchesay High School between 1988 and 1992. Fourteen students who received special education services and 19 who received general education were employed. The remaining 38 special education students and 35 general education students expressed various reasons for their unemployment. The unemployed Apache youth stated that their lives would be better off if they had suitable employment. Results are discussed in light of their cultural implications for employment and the transition mandates of the Individuals with Disabilities Education Act.