Examining the effects of reinforcement within the context of a technology-based self-monitoring intervention

Students with and at risk for emotional and behavioral disorders (EBD) exhibit an array of problems in and out of school. This includes high rates of absenteeism, course failure, lower grade point averages and a high dropout rate. Research have shown that these students can benefit from developing self-regulatory skills, especially self-management strategies. Self-monitoring is one of the most widely used self-management strategies for ameliorating off-task and disruptive behaviors. A common component of self-monitoring interventions is reinforcement, and yet, it is unclear the extent to which reinforcement is necessary.

Thus, the main purpose of this study was to investigate the effects of reinforcement within the context of a technology-based self-monitoring intervention used with two elementary students with persistent challenging behavior. The second objective was to gather teachers and participants’ views on reinforcement. A single subject research design ABCBC multi-treatment design was used to examine the unique contribution of reinforcement to self-monitoring. Overall, the participants with behavioral problems benefitted from the intervention, but reinforcement did not result in differential effects. Limitations and implications for further research are discussed.