Journal article
A Randomized Control Trial on the Effects of MoBeGo, a Self-Monitoring App for Challenging Behavior
Behavioral disorders, Vol.48(1), pp.29-43
11/01/2022
DOI: 10.1177/01987429221093987
Abstract
The purpose of this study was to examine the effects of MoBeGo, a mobile self-monitoring app, on the initial and sustained academic engagement and disruptive behavior of third- to eighth-grade students with challenging behavior. Student-teacher pairs (N = 57) were randomly assigned to the treatment (MoBeGo) or control (business-as-usual) condition. We conducted systematic direct observation of students' behavior throughout prebaseline, baseline, intervention, and postintervention conditions of the study. Multivariate multilevel models revealed differential improvement for the MoBeGo group in student outcomes (less disruptive behavior; more academic engagement) from baseline to intervention, as well as successful postintervention effects for disruptive behavior. Limitations, future directions, and implications for practice are discussed.
Details
- Title: Subtitle
- A Randomized Control Trial on the Effects of MoBeGo, a Self-Monitoring App for Challenging Behavior
- Creators
- Allison Bruhn - University of IowaJoseph Wehby - Vanderbilt UniversityLesa Hoffman - University of IowaSara Estrapala - University of MissouriAshley Rila - University of IowaEleanor Hancock - Vanderbilt UniversityAlyssa Van Camp - Vanderbilt UniversityAmanda Sheaffer - Vanderbilt UniversityBailey Copeland - Vanderbilt University
- Resource Type
- Journal article
- Publication Details
- Behavioral disorders, Vol.48(1), pp.29-43
- DOI
- 10.1177/01987429221093987
- ISSN
- 0198-7429
- eISSN
- 2163-5307
- Publisher
- SAGE Publications
- Number of pages
- 15
- Grant note
- 510-14-2540-00000-13607400-6200-000-00000-20-0000 / Institute of Education Sciences; US Department of Education; Institute of Education Sciences (IES)
- Language
- English
- Date published
- 11/01/2022
- Academic Unit
- Center for Social Science Innovation; Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371108602771
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