TY - JOUR
T1 - Technology-Based Self-Monitoring and Visual Supports to Teach Question Asking Skills to Young Adults with Autism in Community Settings
AU - Bross, Leslie Ann
AU - Huffman, Jonathan M.
AU - Anderson, Ashley
AU - Alhibs, Mashael
AU - Rousey, Jessica G.
AU - Pinczynski, Monique
PY - 2023/12
Y1 - 2023/12
N2 - 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.
AB - 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.
KW - autism
KW - self-monitoring
KW - single subject design
KW - social skills
UR - https://doi.org/10.1177/01626434221142809
U2 - 10.1177/01626434221142809
DO - 10.1177/01626434221142809
M3 - Article
VL - 38
JO - Journal of Special Education Technology
JF - Journal of Special Education Technology
IS - 4
ER -