title: Effects of a self-monitoring device on socially relevant behaviors in adolescents with Asperger disorder: a pilot study.
abstract: This article reports the results of two case studies. Two middle school-aged participants with high-functioning autism spectrum disorders were taught to self-monitor behaviors impacting their social acceptance by peers in their general education settings: oral self-stimulatory behaviors and conversation skills. Results indicate that the intervention was effective to some degree with both participants. As a result of the self-monitoring intervention, one participant decreased self-stimulatory behaviors; however, his data were highly variable throughout the study though lower on average during intervention than in baseline. The other participant's targeted skills in communication were only slightly improved. Self-monitoring using a vibrating reminder appears to be a low-cost intervention with high levels of social acceptability, low training requirements for teachers or students, and no social stigma.
authors.affiliation: Texas A&M University, College Station, Texas 77843, USA. jeniganz@tamu.edu
authors.forename: Jennifer B
authors.initials: JB
authors.lastname: Ganz
authors.forename: Amy K
authors.initials: AK
authors.lastname: Heath
authors.forename: John L
authors.initials: JL
authors.lastname: Davis
authors.forename: Kimberley J
authors.initials: KJ
authors.lastname: Vannest
mesh_terms: D000293:Adolescent; D020817:Asperger Syndrome / Q000523:psychology* / Q000628:therapy*; D001521:Behavior Therapy / Q000295:instrumentation*; D006801:Humans; D008297:Male; D010865:Pilot Projects; D017010:Reminder Systems / Q000295:instrumentation*; D012647:Self-Assessment; D012919:Social Behavior