Journal of Autism and Developmental Disorders

, Volume 45, Issue 5, pp 1146–1155 | Cite as

Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect

  • Stephen A. Crutchfield
  • Rose A. Mason
  • Angela Chambers
  • Howard P. Wills
  • Benjamin A. Mason
Original Paper


Many students with autism engage in a variety of complex stereotypic behaviors, impacting task completion and interfering with social opportunities. Self-monitoring is an intervention with empirical support for individuals with ASD to increase behavioral repertoires and decrease behaviors that are incompatible with successful outcomes. However, there is limited evidence for its utility for decreasing stereotypy, particularly for adolescents in school settings. This study evaluated the functional relationship between I-Connect, a technology-delivered self-monitoring program, and decreases in the level of stereotypy for two students with ASD in the school setting utilizing a withdrawal design with an embedded multiple baseline across participants. Both students demonstrated a marked decrease in stereotypy with the introduction of the self-monitoring application. Results and implications for practice and future research will be discussed.


Autism Self-monitoring Stereotypic behavior Technology-based application 



The authors disclosed receipt of the following financial support for the research, and/or publication of this article: This research was supported in part by grants from the U.S. Department of Education, Institute of Education Sciences (R324B100004), the National Institute on Disability and Rehabilitation Research (H133A130032), and the Office of Special Education Programs (H327A100082). The opinions expressed in this article are not necessarily reflective of the positions of the U.S. Department of Education. This research was supported in part by the Research Grant No. H133A130032, I-CONNECT PLUS: Enhancing Community Participation for Adolescents and Adults with ASD Using Online Instruction, Coaching, and Accessible Self-Management Technologies.


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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  • Stephen A. Crutchfield
    • 1
  • Rose A. Mason
    • 1
  • Angela Chambers
    • 2
  • Howard P. Wills
    • 1
  • Benjamin A. Mason
    • 1
  1. 1.Juniper Gardens Children’s ProjectUniversity of KansasKansas CityUSA
  2. 2.Department of Special Education, School of EducationUniversity of KansasLawrenceUSA

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