There is a lack of empirical research surrounding intervention approaches for college students with Autism Spectrum Disorder (ASD) who often struggle with the executive functioning skills imperative to post-secondary success. The purpose of this study was to investigate the functional relation between use of wearable technology for self-monitoring and academic performance in college students with ASD. The study was conducted during the course of the Fall 2017 semester at a large, urban community college. Three participants between the ages of 19 and 22, all diagnosed with ASD, agreed to wear a smart watch programmed to deliver self-monitoring notifications to participants both in-class and outside of class on a pre-determined schedule. Their professors also participated by completing daily academic engagement reports. Both student and faculty participants were interviewed at the conclusion of the study. Dependent variables being assessed included academic engagement and on-task behavior during class. Using a single-subject multiple baseline design, data were collected via direct observation and instructor feedback for three participants in both baseline and treatment phases. Daily questionnaire data were analyzed to assess academic engagement by examining frequencies and descriptive statistics. Social validity and usability data were collected via interview at the conclusion of the intervention. Visual analysis of multiple baseline data demonstrated strong evidence supporting the functional relation between wearable technology for self-monitoring and increased on-task behavior in college students with ASD. Academic engagement, as assessed through instructor and observer survey, remained unchanged throughout the duration of the study. Social validity interviews conducted at the conclusion of the intervention showed the wearable technology was well received by both student and faculty participants. Limitations to the study included a small, all-male sample, difficulties with syncing of technology, and participants' inability to be as self-reflective as desired. Technology, wearables in particular, are certainly useful tools but must be supplemented with direct instruction, close monitoring and mentoring, and education about the benefits of academic self-management. Technology should be viewed as an additional form of support for students with ASD, and not a replacement for therapy, mentoring, and traditional special needs accommodations. Suggestions for future research include incorporation of reinforcers or gamification of self-monitoring using the wearable technology, increased customization of the messaging, and study of the academic effects of wearables for neurotypical college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]