A Comparison Of Technology Based And Non Technology Based Self Monitoring Systems Towards Increasing On Task Behavior In Students With Disabilities
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Author | : |
Publisher | : |
Total Pages | : 36 |
Release | : 2020 |
Genre | : |
ISBN | : |
The goal of this study is to provide educators, schools systems, behavior analysts and families with a study through single case experimentation to determine if a technology based self-monitoring system is more efficient in increasing on-task behavior for students than a non-technology based self-monitoring system. The researcher will utilize both technology based and non-technology based self-monitoring systems with three middle school students who have an educational eligibility of either autism or an emotional disability. The researcher will collect interobserver agreement with the students as they self-monitor to ensure that each student is utilizing self-monitoring correctly. Both self-monitoring systems will be implemented utilizing an alternating treatment design to help determine a clear pattern of improvement in on-task behavior. The results from this study will allow for a variety of companies and school systems to gain access to data that supports the need for technology in learning environments for students with special needs. Keywords: Self-monitoring, interobserver agreement, alternating treatment design, technology
Author | : Laura Ann Mahany |
Publisher | : |
Total Pages | : 0 |
Release | : 2018 |
Genre | : Classroom environment |
ISBN | : |
Technology is increasingly present in our classrooms, with expectations that students will each have their own device in a 1:1 classroom in every school. With classroom management as the most important factor affecting student learning and achievement (Emmer & Stough, 2001; Wang, Haertel, & Walberg, 1993), the purpose of this two-companion studies dissertation is to research the use of technology and self-management system components to determine its effects on on-task engagement and disruptive classroom behavior of adolescents with disabilities.The first chapter is a literature review providing an overview of self-management, focusing on self-monitoring and self-graphing. The literature review synthesizes the research regarding specific components related to student task engagement and behavior within the classroom and describes how technology has been utilized in current literature.In Study I, four adolescent students were successfully taught to use Google Forms© to self-record their behavior. Data were collected to compare a paper-based self-recording procedure or a technology-based procedure using a single-case alternating treatments design. Results indicated that students using technology was more efficient and increased on-task performance and/or decreased disruptive behavior better or equal to paper-based self-monitoring procedures. Additionally, both students and teachers preferred technology to paper-based self-monitoring.During Study II, the same four students participated in a second alternating treatments design study to compare paper-based self-graphing procedures or automatic graphing procedures on Google Forms©. Results indicated that students using technology-based automatic graphing increased on-task performance and/or decreased disruptive behavior better or equal to paper-based self-graphing. Moreover, technology-based automatic graphing was more efficient. Also, both students and teachers preferred technology to paper-based self-monitoring.Chapter 4 discusses these findings, conclusions, implications, and how utilizing technology has impacted self-monitoring in the context of using a more efficient intervention given similar efficacious results. Limitations and recommendations for future research in self-monitoring with technology for students with disabilities are provided.
Author | : Professor Eunice Ivala |
Publisher | : Academic Conferences and publishing limited |
Total Pages | : 592 |
Release | : 2018-07-05 |
Genre | : Education |
ISBN | : 1911218913 |
Author | : Kirk M. Cervetti |
Publisher | : |
Total Pages | : 0 |
Release | : 2010 |
Genre | : |
ISBN | : |
Research has shown that self-monitoring of attention (SMA) and self-monitoring of productivity (SMP) are beneficial in increasing academic performance and on-task behavior. The simplicity and ease of self-monitoring renders it an applicable tool for students that have learning disabilities (LD). An alternating treatment design was used to examine four students receiving special education and that have LD during math instruction. Each student was trained to implement SMA and SMP during math class. This study was conducted in order to investigate the differences between SMA and SMP in relation to academic performance and on-task behaviors with students that having LD and that are receiving special education. Results did show a difference between the two techniques in which self-monitoring of productivity produced higher and more stable rates of academic performance and on-task behaviors. However, there was no increase in academic performance among the participants overall. The results show that there was no increase in target behaviors during treatment conditions over baseline conditions.
Author | : Jeffrey P. Bakken |
Publisher | : Emerald Group Publishing |
Total Pages | : 238 |
Release | : 2023-02-02 |
Genre | : Education |
ISBN | : 1802626530 |
Using Technology to Enhance Special Education, Volume 37 of Advances in Special Education, focuses on how general and special educators can use technology to work with children and youth with disabilities.
Author | : Silton, Nava R. |
Publisher | : IGI Global |
Total Pages | : 343 |
Release | : 2014-03-31 |
Genre | : Psychology |
ISBN | : 1466657936 |
"This book brings together relevant theoretical frameworks and empirical research concerning the emerging technologies that benefit individuals living with autism"--
Author | : Emily C. Bouck |
Publisher | : SAGE Publications |
Total Pages | : 329 |
Release | : 2015-12-31 |
Genre | : Education |
ISBN | : 1483374424 |
Succinct, yet comprehensive, Assistive Technology is designed to help educators better understand assistive technology and how it can support students with disabilities from early childhood through transition into adulthood. This practical book considers the purpose of technology and the support it can provide rather than a student’s disability categorization. Grounded in research and filled with engaging case studies and activities, author Emily C. Bouck offers an unbiased depiction of the advantages and limitations of technology. Readers are exposed to a full range of assistive technology including up-to-date coverage of low- and high-technology, as well as free and for-purchase options that can be used to support students with disabilities.
Author | : Cynthia Denise Rodgers |
Publisher | : |
Total Pages | : 94 |
Release | : 2001 |
Genre | : Problem children |
ISBN | : |
Author | : Michelle A. Anderson |
Publisher | : |
Total Pages | : |
Release | : 2005 |
Genre | : Inclusive education |
ISBN | : |
Abstract: The current climate in American schools includes a push for the inclusion of students with disabilities in general education classrooms. In fact, federal legistlation mandates that all students with disabilities have meaningful access to the general education curriculum (IDEIA, 2004) and that students with and without disabilities be held equally accountable to the same academic standards (NCLB, 2001). Students with disabilities who stay on-task and maintain reasonable levels of academic productivity during independent work periods are more likely to achieve success in general education placements than are students who do not exhibit those behaviors. Although researchers have developed several strategies for increasing on-task behavior and productivity by students with and without disabilities, these interventions may be underused because they require additional time and resources from the regular education teacher. Teaching students how to self-manage their behavior offers one solution to this problem. This study examined the effects of video-based self-recording (VBSR) of on-task behavior on the on-task behavior and academic productivity by students with disabilities in general education classrooms. Five first-grade students at an urban charter school participated in the study. Data were collected daily in the regular education classroom during two independent activities in which students were expected to complete teacher assigned worksheets or items on the board During the VBSR condition students viewed a 4-minute videotape clip of themselves recorded the day before during independent work period in the regular classroom, at 30-second intervals circled "Yes" or "No" on a self-recording form to indicate whether or not they were on-task, and received points and prizes for increased on-task behavior. Results demonstrated increases in next day on-task behavior and productivity by all five participants in the setting in which the VBSR intervention occurred. On-task behavior and productivity also increased in the generalization setting for three of four students. Results are discussed in terms of potential functions of VBSR and of the increased on-task behavior and productivity demonstrated by the students following intervention. The findings of this study are also discussed with respect to previous research on self-monitoring and programming for generalization. Limitations of the study and suggestions for practice and future research are addressed.
Author | : James M. Kauffman |
Publisher | : Taylor & Francis |
Total Pages | : 965 |
Release | : 2017-05-25 |
Genre | : Education |
ISBN | : 131551768X |
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.