The ability to work and function independently is one of the most important skills for the achievement of ideal post-school outcomes. The use of self-monitoring to improve independence and/or reduce undesirable behaviors is an imperative need for individuals with autism. The purpose of this literature review was to examine technology-based self-monitoring interventions for individuals with autism. We used a four-step literature search process to identify studies for review. Online databases, such as ERIC, were used to search for studies. Using four inclusion criteria and PRISMA guidelines for the selection and screening process, we identified 16 studies that met the inclusion criteria. We used coding to summarize the following information from the included studies: participants who met the inclusion criteria, primary dependent variable, primary intervention, and study design. The results of the review revealed three primary functions of technology performed in self-monitoring. The included studies targeted on-task behaviors, skill acquisition, and socially relevant behaviors as primary dependent variables. The findings of the review suggested that future research could use self-monitoring interventions to support an adult with autism in employment settings and that a self-monitoring intervention could be tailored by considering individual differences.

The purpose of this study was to investigate how students’ disabilities impacted their learning at the university and to measure their perceptions of universal design for learning (UDL). An online survey was administered at a large public research university in the south-central United States; 160 students with disabilities completed the survey. These students with disabilities described how their disabilities influenced their learning in the following aspects: attention issues, slow processing, absence, accessibility issues, reading and writing challenges, mental health challenges, and social interaction challenges. The results also revealed that some UDL teaching practices were not being fully utilized by instructors based on the perceptions of students with disabilities. We discussed those UDL practices which were not being used by instructors and highlighted the impact of using the practices on students’ learning. These practices include effective teaching methods such as helping students organize and summarize learning content, using technology to increase accessibility, providing flexibility in assessments and assignments, providing meaningful feedback, and recruiting students’ attention and engagement.