Self-Monitoring Intervention for Adolescents and Adults with Autism: A Research Review
Abstract
:1. Introduction
Research Questions
- Thus, the purpose of this research review was to fill a gap in the current literature base by summarizing studies on technology-based self-monitoring interventions for adolescents and adults with autism.
- The research questions were as follows:
- What are the participant characteristics in the included studies?
- What are the characteristics of the technology-based self-monitoring interventions (i.e., delivery formats and types of technology) in the included studies?
- What are the primary dependent variables in the included studies?
2. Method
2.1. Article Identification
2.2. Coding
2.3. Interrater Reliability
3. Results
3.1. Participant Characteristics
3.2. Intervention Characteristics
3.3. Primary Dependent Variables
4. Discussion
Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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First Author (Year) | Participant Gender/Age/ Disability or Medical Diagnosis (Other Than Autism) | Primary Dependent Variable | Primary Intervention | Study Design | Notes |
---|---|---|---|---|---|
Beckman [24] | Participant A: Male/11 years/ Fragile X syndrome. Participant B: Male/10 years. | On-task behaviors. | Self-monitoring with the I-Connect application by responding to the visual prompt at a specific time. | Single-subject ABAB withdrawal. | 1. Each student was videotaped from baseline to rate their behavior as on- or off-task for training. 2. Reinforcers were provided. |
Bouck [25] | Participant A: Male/15 years/ functioning at the severe level of ID. Participant B: Female/15 years/ functioning at the mild level of ID. Participant C: Female/15 years/functioning at the mild level of ID. | Skill acquisition. | A comparison of high-tech and low-tech self-monitoring: 1. High-tech: An Apple iPad 2 was used to present ingredients, receipts, and the checklist. 2. Low-tech: paper/pencil-based recipes with a self-monitoring checklist. | Single-subject alternating treatment. | The intervention on iPad was more effective than the paper/pencil-based intervention. |
Cihak [26] | Participant A: Male/11 years. Participant B: Male/11 years. Participant C: Male/13 years. | On-task behaviors. | Self-monitoring with self-modeling static-picture prompting: 1. Photos of participants self-modeling task engagement were taken. 2. Participants watched the self-modeling photo and monitored their task engagement by marking “Yes” or “No.” | Single-subject ABAB with multiple probes across settings. | All phases occurred in general education settings. Three settings (courses) were targeted for each participant. |
Clemons [27] | Participant A: Male/17 years. | On-task behaviors. | Self-monitoring with the I-Connect application by responding to the visual prompt at a specific time. | Single-subject ABAB withdrawal. | 1. Videos were used from baseline sessions to provide training. 2. Reinforcers were provided if participants correctly recorded their behaviors. |
Crutchfield [28] | Participant A: Male/14 years/Down syndrome/ADHD. Participant B: Male/14 years/ADHD. | Problem behaviors (stereotypic behavior). | Self-monitoring with the I-Connect application by responding to the visual prompt at a specific time. | Single-subject ABAB reversal with multiple baselines across participants. | No additional reinforcers were provided. |
Ganz [29] | Participant A: Male/12 years/ speech–language disorder. Participant B: Male/13 years. | Socially relevant behaviors. | Three-phase self-monitoring with a MotivAider device: Phase 1: Participants used the MotivAider only, Phase 2: Participants used the MotivAider and global rating form, and Phase 3: Participants used the MotivAider and tally form to monitor their behaviors. | Not clearly reported. | Reinforcers were provided if participants met the criteria set on the form. |
Gushanas [30] | Participant A: Male/22 years. | Distracting body odor. | Hygiene self-monitoring system: 1. Participants were instructed to use SurveyMonkey to track their daily hygiene. 2. Before participants left their dormitories, participants self-monitored their hygiene by answering a list of hygiene questions on SurveyMonkey once per day. | Single-subject multiple baselines across participants. | The researcher recruited observers to observe and collect data for each participant’s level of distracting body odor 7 days a week. |
Huffman [31] | Participant A: Male/19 years. | On-task behaviors. | Self-monitoring with the I-Connect application by responding to the visual prompt at a specific time. |
Single-subject alternating treatment with
two phases of treatment and no treatment. | 1. A 20-min self-monitoring module was used to provide training. 2. At the beginning of the training, the participant set an academic goal of achieving an “A” in the course. |
Kolbenschlag [32] | Participant A: Male/11 years. Participant B: Male/11 years. Both participants had IQs in the low-average range. | On-task behaviors. | Self-monitoring with a single in-ear headphone connected to an iPod: 1. The in-ear headphone and iPod were used to cue participants to record their behaviors with a sound. 2. Participants used a recording page to record their on-task and off-task behaviors. | Single-subject multiple-baseline across participants. | 1. One 20-min session was conducted to train participants to use the self-monitoring procedure. 2. Reinforcers were provided if participants correctly recorded their behaviors. 3. In the maintenance phases, participants could receive a reinforcer for a high level of on-task behaviors. |
Legge [33] | Participant A: Male/13 years. Participant B: Male/11 years. | On-task behaviors. | Self-monitoring with a MotivAider device: 1. Participants wore the MotivAider device. The device emitted a prompt to remind participants to record their on-task behaviors. 2. During the intervention phase, the device vibrated at a fixed schedule (every 2 min). 3. During the fading phase, the device vibrated at a variable schedule (every 4–6 min). | Single-case multiple baselines across participants. | Reinforcers were provided if participants correctly presented all on-task behaviors. |
Romans [34] | Participant A: Male/17 years/ ADHD/Mild ID. Participant B: Male/15 years/ ADHD. | On-task behaviors. | Self-monitoring with the I-Connect application by responding to the visual prompt at a specific time. | Single-subject ABAB withdrawal. | 1. Videos were used from baseline sessions to provide training. 2. Reinforcers were provided if participants correctly recorded their behaviors. |
Rosenbloom [16] | Participant A: Male/17 years. Participant B: Male/10 years. Participant C: Male/13 years. Participant D: Male/11 years. | On-task behaviors. | Self-monitoring with the I-Connect application by responding to the visual prompt at a specific time. | Single-subject ABAB withdrawal. | 1. A 20-min self-monitoring module and behavioral skills training approaches were used to conduct training. 2. No additional reinforcers were provided. |
State [35] | Participant A: Male/14 years. | Socially relevant behaviors. | A comparison of video feedback and in vivo self-monitoring: 1. Video feedback: The participant was asked to watch his behaviors on videotape and respond to the statement “I had appropriate interactions” with a “Yes” or a “No.” 2. In vivo feedback: The participant checked the recording sheet when the prompt on a watch vibrated during the activity session. | Single-subject reversal (ABCBC) across game partners with multiple baselines. | 1. Reinforcers were provided if the participant correctly recorded their behaviors. 2. Different partners (teachers and peers) were invited to interact with the participant in the intervention sessions. 3. In vivo self-monitoring is more effective. |
Wills [36] | Participant A: Female/30 years. | Problem behaviors (inappropriate vocalizations). | Self-monitoring with the I-Connect application by responding to the visual prompt at a specific time. | Single-subject ABAB withdrawal. | 1. The study setting was in the participant’s workplace. 2. Videos were used from baseline sessions to provide training. 3. Goal setting was used. |
Xin [37] | Participant A: Female/11 years. Participant B: Female/10 years. Participant C: Female/10 years. Participant D: Male/12 years. | On-task behaviors. | Self-monitoring with the Choiceworks app on an iPad: 1. Choiceworks was used to help participants complete daily routines with images or photos. 2. Participants’ behaviors and voices were videotaped and saved in Choiceworks. 3. Participants watched their self-image of on-task behaviors and listened to their recorded voices to monitor their behaviors. | Single-subject ABAB reversal. | Reinforcers were provided if participants correctly presented all on-task behaviors. |
Yakubova [38] | Participant A: Male/16 years. Participant B: Male/19 years. | Skill acquisition and interaction with an electronic interactive Whiteboard. | Self-monitoring with an electronic interactive whiteboard: Participants were asked to self-operate on an electronic interactive whiteboard, watch video clips for each task, and monitor their performance by using an electronic checklist. | Single-subject multiple probes across participants. | 1. The daily living skills were cleaning a mirror, sink, and floor. 2. Data were collected through all three tasks in five sessions. |
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Li, Y.-F.; Byrne, S.; Yan, W.; Ewoldt, K.B. Self-Monitoring Intervention for Adolescents and Adults with Autism: A Research Review. Behav. Sci. 2023, 13, 138. https://doi.org/10.3390/bs13020138
Li Y-F, Byrne S, Yan W, Ewoldt KB. Self-Monitoring Intervention for Adolescents and Adults with Autism: A Research Review. Behavioral Sciences. 2023; 13(2):138. https://doi.org/10.3390/bs13020138
Chicago/Turabian StyleLi, Yi-Fan, Suzanne Byrne, Wei Yan, and Kathy B. Ewoldt. 2023. "Self-Monitoring Intervention for Adolescents and Adults with Autism: A Research Review" Behavioral Sciences 13, no. 2: 138. https://doi.org/10.3390/bs13020138