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

Leslie Ann Bross, Jonathan M. Huffman, Ashley Anderson, Mashael Alhibs, Jessica G. Rousey, Monique Pinczynski

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

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.
Original languageAmerican English
JournalJournal of Special Education Technology
Volume38
Issue number4
DOIs
StatePublished - Dec 2023
Externally publishedYes

Keywords

  • autism
  • self-monitoring
  • single subject design
  • social skills

EGS Disciplines

  • Special Education and Teaching

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