Self-monitoring: Are Young Adults with MR and Autism able to Utilize Cognitive Strategies Independently?

Effectiveness of a self-monitoring procedure was evaluated for increasing work task completion and verbal requesting in two young adult men with autism and severe mental retardation. The study was conducted in a vocational training program at times when the men were expected to complete vocational tasks indepen dently. A changing criterion design was used to evaluate the procedure on number of required tasks completed and number of verbal requests. When the self-monitoring procedure was applied to task completion and verbal requests for help, performance increased systematically and in line with the changing criteria design for each participant. Results suggest that individuals with autism and severe mental retardation can be taught to use a self-monitoring procedure to increase independent task completion and verbal requesting in a vocational training program. Self-management, or management of one's someone's thinking or private verbal behavior own behavior, is considered to be a "pivotal to impact his or her overt behavior (Rankin & behavior," a technique that potentially will Reid, 1995). This strategy is designed to in have a widespread impact on areas of inter- crease or decrease an individual's behavior by vention for individuals with autism spectrum having that person become cognizant of his or disorders (ASD) (Koegel, Koegel, 8c McNer- her own behavior, then observe and record ney, 2001). Koegel, Koegel, and Carter (1999) that behavior (Maag, 2004). Students who self suggest that when individuals with autism are monitor may then learn to assess and change taught to self-manage, they may generalize their performances and reward themselves that skill to a variety of settings and behaviors, when they meet preset criteria. Rankin and requiring fewer resources, such as educational Reid delineated the following steps for imple

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