Utilizing Mobile Devices to Self-Monitor belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter supervision meetings, staff training, clinic systems, and performance review. In Utilizing Mobile Devices to Self-Monitor, for this course, the practical stakes show up in better performance, lower drift, and more sustainable team development, not in abstract discussion alone.
Provider: BehaviorLive — via Behavior Intervention Group, LLC.
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Mobile devices including the cell phone, laptop and tablet offer remarkable opportunities to teach, support and advance individuals with autism within contexts of their everyday lives. By framing our instructional approach to teach to independence, we can empower our learners through technologies that support self-instruction/visual supports and the development of self-monitoring skills, advancing learners' self-management overall. Understandably, these devices are extremely beneficial in managing processes for our learners (e.g., GSP tracking an individual). Through our instructional design, we can also strive to systematically teach our learners to use these devices for their own awareness, accountability and self-efficacy while *we instructors/therapists/providers use them to provide their supports and supervision. Unless taught to do so, learners with autism may not independently seek to use these devices as instruments for accessing more sophisticated supports or interactions. Instead, they may limit use to a more inward-focus that may distract them from their environment. Embedding mobile devices into instructional design provides the opportunity to develop learners' outward-focus and self-management skills. This discussion presents a case narrative involving the diverse use of mobile devices to advance interact-ability systematically over two decades for an individual who requires substantial supports, with which he thrives. Teach to independence, incorporating the learner's mobile devices (cell phone/tablet) within instructional design and supervision. Participants will learn methods of teaching these tools systematically within instructional design, including within planned goals, interventions/supports and motivation/reinforcement. Participants will learn how to use widely-available apps, such as Google apps, within self-management and supervision.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 0 | — |
As the mother of an adult son with autism and two daughters, Marianne has incorporated the principles of ABA into her parenting and family lifestyle throughout all stages of childhood through adulthood across multiple settings. This has involved teaching essential life skills including self-care and empathy/participation within context of family, as well as leisure, social, adaptive, community and vocational skills. Marianne has presented about parenting and collaboration with educators, and has engaged in parent-professional alliances including her return to the board of directors of ASAT in 2024. This rewarding lifestyle led Marianne to return to school and earn her MA in applied behavior analysis in 2022. Marianne's passion is on developing meaningful pathways for individuals with autism to learn more about the people and events in their lives. She values the use of technology to support individuals' progress and interact-ability. Marianne values ABA as essential to the capacity of individuals with autism to interact meaningfully, and to quality of life for the individual, family, and community. AutismLiveFulfilled.com
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
236 research articles with practitioner takeaways
195 research articles with practitioner takeaways
Side-by-side comparison with a clinical decision framework
Research-backed educational guide for behavior analysts
Research-backed answers to common clinical questions
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.