The Effects of a Technology Delivered Self-Monitoring System and Video Self Modeling on the Disruptive Behavior of Adolescents with Autism

Abstract

Many students with autism demonstrate a variety of school based challenges, including complex and disruptive behaviors. Given these challenges, and the increases in prevalence widely reported for this population, teachers are in need of effective and efficient interventions to ameliorate the many difficulties faced by students with autism. Self-monitoring and video-based modeling are interventions with empirical support for individuals with ASD to decrease behaviors that are incompatible with successful outcomes. However, there is limited evidence regarding their utility at decreasing these challenging behaviors, when delivered via a mobile technology device. This study evaluated the functional relationship between I-Connect, a technology-delivered self-monitoring application on a smartphone, and decreases in the level of disruptive behavior for three students with ASD in the school setting utilizing a multiple-baseline design with an across participants. It also evaluated the combined effects of a video-self monitoring intervention delivered via the same device on the disruptive behavior of four adolescents with autism in school settings. Results and implications for practice and future research are discussed.