Technology-Based Self-Monitoring and Visual Supports to Teach Question Asking Skills to Young Adults With Autism in Community Settings

Young adults with autism spectrum disorder (ASD) typically benefit from individually-designed interventions to engage in reciprocal conversation. We used a multiple baseline across participants design to evaluate the effects of a technology-based self-monitoring application (i.e., I-Connect) and vis...

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Bibliographic Details
Published inJournal of special education technology Vol. 38; no. 4; pp. 458 - 471
Main Authors Bross, Leslie Ann, Huffman, Jonathan M., Anderson, Ashley, Alhibs, Mashael, Rousey, Jessica G., Pinczynski, Monique
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.12.2023
SAGE PUBLICATIONS, INC
Subjects
Authentic Learning
Autism
Autism Spectrum Disorders
Educational Technology
Evidence Based Practice
Experiential Learning
Handheld Devices
Influence of Technology
Interpersonal Communication
Intervention
Males
Peer Relationship
People with disabilities
Program Effectiveness
Questioning Techniques
Self Management
Skill Development
Social skills
Special education
Telecommunications
Visual Aids
Young Adults
single subject design
autism
self-monitoring
social skills
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Summary:Young adults with autism spectrum disorder (ASD) typically benefit from individually-designed interventions to engage in reciprocal conversation. We used a multiple baseline across participants design to evaluate the effects of a technology-based self-monitoring application (i.e., I-Connect) and visual supports to teach question asking skills to three males with ASD, ages 21–26. Participants selected community locations to participate in structured conversations with peers that were audio recorded. All participants demonstrated an immediate effect to increase their number of questions asked when using I-Connect to self-monitor. However, participant responding varied when visual supports were added. Maintenance also varied across participants. Findings indicated existing evidence-based practices for learners with ASD, such as self-monitoring and visual supports, can be combined in socially valid ways. Implications and suggestions for future research related to teaching conversation skills for young adults with ASD are discussed.
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ISSN:0162-6434
2381-3121
DOI:10.1177/01626434221142809