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

Abstract

Increasing numbers of transition-age youth with autism spectrum disorder (ASD) are pursuing postsecondary education and may benefit from interventions to support them in the college environment. The purpose of this study was to examine the efficacy of a self-monitoring application (app) to increase on-task classroom behavior of a postsecondary student with ASD. An alternating treatment design with a baseline and best treatment condition was utilized to examine the efficacy of a technology-based self-monitoring app, I-Connect. One 19-year-old male postsecondary student with ASD used the I-Connect app in a large, lecture-style introductory-level course at a public university. Self-monitoring prompts were delivered via a handheld tablet, and on-task behavior was measured using momentary time sampling. The participant demonstrated an increase in on-task behavior when using the I-Connect app. However, a functional relation between the use of the app and on-task behavior cannot be concluded due to limitations in the research design. Implications and suggestions for future research related to supporting postsecondary students with ASD using technology-based self-monitoring interventions are discussed.