High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism

Abstract

Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil.

The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism

“…The alternative stimulus cues the individual and provides information regarding expectations related to the targeted behavior or skill (Hume et al, 2009). Self-monitoring has been shown to (a) increase independence (Bouck, Savage, Meter, Taber-Doughty, & Hunley, 2014;Hume et al, 2009), (b) decrease prompt dependency on an outside agent (Hume et al, 2014), (c) increase instructional time (Wehmeyer, Hughes, Agran, Garner, & Yeager, 2003), and (d) improve overall quality of life (Bouck et al, 2014;Lee, et al, 2007). Self-monitoring has also been shown to reduce the presence of problem behaviors and increase desired behaviors (Crutchfield, Mason, Chambers, Wills, & Mason, 2015;Zirpoli, 2012).…”

A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum

“…Digital interfaces, such as tablets, are relatively inexpensive and readily available within many classrooms, with the potential to reduce variability and enhance fidelity in a user-friendly manner (Kagohara et al 2013; see Almutlaq and Martella 2018;Cazaux et al 2019;Lorah 2018;Muharib et al 2019). Children on the autism spectrum can show a preference for interventions being delivered through tablet devices (such as iPads), compared to traditional methods (Bouck et al 2014;Mancil et al 2009; for systematic reviews of the benefits of iPads for autism interventions see Alzrayer et al 2014;Kagohara et al 2013).…”

Using self‐monitoring and differential reinforcement of low rates of behavior to decrease repetitive behaviors: A case study

“…Future research might consider using similar systems programmed into tablets or the use of smartphones for portability, privacy, and independence (Crutchfield et al, ). As a case in point, Bouck et al () compared self‐monitoring with paper/pencil and with an iPad and found that students were more independent when using the iPad. Additionally, they found that from a social validity perspective, self‐monitoring on the iPad was preferred over paper/pencil (Bouck et al, ).…”

“…As a case in point, Bouck et al () compared self‐monitoring with paper/pencil and with an iPad and found that students were more independent when using the iPad. Additionally, they found that from a social validity perspective, self‐monitoring on the iPad was preferred over paper/pencil (Bouck et al, ).…”