Preliminary Investigation of a Self-monitoring Application for a Postsecondary Student with Autism

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

“…Further, the majority of I-Connect studies have supported individuals with on-task behavior in academic settings with no identified studies using I-Connect for social communication skills. Consistent with previous research, several I-Connect studies have combined goal setting and self-monitoring with the I-Connect app (Beckman et al, 2019; Huffman et al, 2019; Romans et al, 2020; Wills et al, 2019). Results of these studies reported noted that collaboratively setting goals and identifying the behaviors for self-monitoring with the I-Connect app may provide the structure that encourages individuals to work together, reduce problem behaviors, and improve engagement (Wills et al, 2019).…”

“…The first author shared the specific focus of the research study was to enhance conversation skills by increasing the number of questions asked. Consistent with previous I-Connect literature and potential benefits of goal setting as an intervention component for individuals with ASD (Carr et al, 2014; Huffman et al, 2019; Wills et al, 2019), the first author asked the young adult to select a goal for the number of questions to ask during the conversation session. The training session also gave young adults the opportunity to try two different durations of intervals (i.e., 30 seconds, one minute) to self-monitor and express their preference while conversing with their conversational partner.…”

“…Two EBPs with documented evidence of their effectiveness to teach a variety of skills to individuals with ASD are self-monitoring and visual supports (Beckman, Mason, Wills, Garrison-Kane, & Huffman, 2019; Huffman, Bross, Watson, Wills, & Mason, 2019; Wills & Mason, 2014). I-Connect (Wills & Mason, 2014) is a technology-based self-monitoring application (app) that has demonstrated promising support to increase on-task behavior (Beckman et al, 2019; Huffman et al, 2019), academic accuracy (Romans, Wills, Huffman, & Garrison-Kane, 2020), and task completion (Rosenbloom, Wills, Mason, Huffman, & Mason, 2019). The I-Connect app can be downloaded to a smartphone or tablet and provides non-obtrusive, customized prompts at intervals selected by the user.…”

“…Only two studies have used I-Connect with young adults with ASD in environments other than K-12 educational settings. One college student with ASD used I-Connect in a large lecture style course to increase his on-task behavior (Huffman et al, 2019), and one employed young woman used I-Connect to reduce her inappropriate vocalizations in an office setting (Wills, Mason, Huffman, & Heitzman-Powell, 2019). Further, the majority of I-Connect studies have supported individuals with on-task behavior in academic settings with no identified studies using I-Connect for social communication skills.…”

Self-Monitoring to Support the Goals of Students With Autism on College Campuses

“…Similar to William’s story, Huffman and colleagues (2019) used self-monitoring to support a college student with ASD in a large, lecture-style undergraduate course. The college student used a Samsung tablet to monitor his on-task academic engagement using the I-Connect app set to 1-minute intervals.…”