Using Data to Individualize a Multicomponent, Technology-Based Self-Monitoring Intervention

Author:

Bruhn Allison Leigh1,Vogelgesang Kari2,Fernando Josephine1,Lugo Wilbeth3

Affiliation:

1. Department of Teaching and Learning, College of Education, University of Iowa, Iowa City, IA, USA

2. Teacher Leader Center, College of Education, University of Iowa, Iowa City, IA, USA

3. School Psychology, College of Education, University of Iowa, Iowa City, IA, USA

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.

Publisher

SAGE Publications

Subject

Computer Science Applications,Education

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