Journal article
Using Data to Individualize a Multicomponent, Technology-Based Self-Monitoring Intervention
Journal of Special Education Technology, Vol.31(2), pp.64-76
06/2016
DOI: 10.1177/0162643416650024
Abstract
Technology in schools is abundant as is the call for evidence-based interventions for students who need additional support to be successful. One promising use of technology is for self-monitoring interventions aimed at improving classroom behavior. In this study, two middle school students with disabilities used a multicomponent, self-monitoring app on an iPad during their reading classes. Using a data-based individualization approach, teachers worked with the primary investigator to monitor students’ response to the intervention and adapt the intervention accordingly. A single-subject design was used to test the effects of the intervention, and a functional relation was established for both participants who improved their academic engagement and decreased their disruptive behavior. Additionally, participants indicated the intervention was socially valid. Limitations, implications, and future directions are discussed.
Details
- Title: Subtitle
- Using Data to Individualize a Multicomponent, Technology-Based Self-Monitoring Intervention
- Creators
- Allison Leigh BruhnKari VogelgesangJosephine FernandoWilbeth Lugo
- Resource Type
- Journal article
- Publication Details
- Journal of Special Education Technology, Vol.31(2), pp.64-76
- Publisher
- SAGE Publications; Los Angeles, CA
- DOI
- 10.1177/0162643416650024
- ISSN
- 0162-6434
- eISSN
- 2381-3121
- Language
- English
- Date published
- 06/2016
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993336902771
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