The Effect Of Using A Technology Based Self Monitoring Intervention On On Task Behavior For Students With Behavioral Issues In An Inclusive Classroom
Download The Effect Of Using A Technology Based Self Monitoring Intervention On On Task Behavior For Students With Behavioral Issues In An Inclusive Classroom full books in PDF, epub, and Kindle. Read online free The Effect Of Using A Technology Based Self Monitoring Intervention On On Task Behavior For Students With Behavioral Issues In An Inclusive Classroom ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : Sami S. Algethami |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : |
| ISBN | : |
This study examined the effectiveness of using a technology-based self-monitoring intervention called Monitoring Behavior on the Go (MoBeGo). On-task behavior for students with behavioral issues was the primary dependent variable in the study. The researcher employed a single-subject withdrawal design (ABAB) with two generalization phases (C-D) to investigate the ability of MoBeGo to generalize the results to a different setting. Visual analysis of graphs revealed the participants had a clear functional relationship between MoBeGo and percentage of on-task behavior. The finding illustrated on-task behaviors in a different setting did not increase without using MoBeGo and therefore no automatic generalization occurred in different settings. A replicated phase (D) was conducted to confirm the finding, and the results showed the percentage of on-task behavior increased in math and science classes which used MoBeGo and did not increase in reading/writing which did not use MoBeGo. Also, the outcomes showed MoBeGo has a high level of acceptability among teachers who participated in the study. The researcher evaluated this single-subject withdrawal design (ABABCD) by using the What Works Clearinghouse (WWC) evidence standards. In addition, the researcher utilized the Single-Case Analysis and Review Framework (SCARF) to evaluate the study outcomes. The evaluation results of using WWC and SCARF are discussed in Chapter 4. The researcher discussed major lessons learned and some limitations of using technology based self-monitoring (TBSM). In addition, implications for practitioners, researchers, and application developers were included as future directions for using TBSM. Moreover, the researcher discussed the potential role of self-monitoring-based artificial intelligence (SMBAI) in education, and the use of artificial intelligence (AI), large language models (LLMs), or machine learning (ML) with self-monitoring apps. Finally, some important questions were raised about protecting privacy and minimizing the risk of data breaches for individuals, and how to ensure the security of individuals' data.
| Author | : Kari Lynn Vogelgesang |
| Publisher | : |
| Total Pages | : 167 |
| Release | : 2015 |
| Genre | : Behavior disorders in children |
| ISBN | : |
In this study, I aimed to build on a line of research focused on using technology-based, self-management interventions for students experiencing behavioral difficulties in a classroom setting. I analyzed the effects of an iPad application (app) called SCORE IT (Bruhn, Goin, &Hasselbring, 2014) on the behavior of three 5th grade students with, or at risk of an emotional and behavioral disorder (EBD) who were exhibiting low rates of academic engagement in a general education environment. I also aspired to gain an in-depth understanding of a teacher's perceptions of the feasibility and value of the intervention, SCORE IT. This study was conducted using an embedded, experimental mixed methods design. Quantitative data using direct observation of student behavior was graphed and analyzed to determine if a functional relation existed between SCORE IT and student behavior (academic engagement). Qualitative data, consisting of teacher interviews and electronic journal entries, were merged with quantitative data from the Intervention Rating Profile 15 (IRP-15) and analyzed to assess the extent to which the teacher perceived the intervention to be practical and valuable. Overall, the SCORE IT intervention resulted in significant improvements in academic engagement and teacher perceptions of the feasibility and worth of the intervention were reported as highly favorable. Study limitations and future directions for research are discussed.
| Author | : Kim K. Floyd |
| Publisher | : Plural Publishing |
| Total Pages | : 344 |
| Release | : |
| Genre | : Education |
| ISBN | : 1635504759 |
Assistive Technology and Universal Design for Learning: Toolkits for Inclusive Instruction is an innovative textbook on instructional and assistive technology. Designed for both undergraduate and graduate teaching programs, student readers can expect to gain a thorough understanding of how assistive technology and UDL can be integrated into educational settings. This text delves into data analytics platforms for analyzing student behavior, learning management systems for facilitating communication, and software emphasizing UDL. Students will learn how to create accessible environments and systems while also focusing on multiple means of representation, engagement, and expression to accommodate all learners. With a developmental focus that supports learners across intellectual, sensory, and motor challenges, this text will serve as a valuable guide on how these technologies can be utilized to effectively transform the classroom and revolutionize education. Key Features: * Infuses assistive technology and UDL * Includes a unique chapter on distance education, behavior, and emerging technologies * Has a developmental focus that supports learners across intellectual, sensory, and motor challenges * Toolkits that include resources, strategies, and instructional methods to equip readers to foster an inclusive classroom environment across content areas * Learning Outcomes at the beginning of each chapter to provide clear direction for navigating the content * Chapter summaries that support understanding of key concepts * Chapter activities that support integrating technology within the curriculum * Glossary with definitions of key terminology use
| Author | : Kristin A. Gansle |
| Publisher | : |
| Total Pages | : 346 |
| Release | : 1995 |
| Genre | : Behavior disorders in children |
| ISBN | : |
| Author | : Amy M. Briesch |
| Publisher | : Guilford Publications |
| Total Pages | : 321 |
| Release | : 2016-06-01 |
| Genre | : Psychology |
| ISBN | : 1462525849 |
Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating (DBR) as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK-12 classrooms to support positive behavior and promote self-management. The authors and contributors provide concrete examples of ways to implement DBR strategies within multi-tiered systems of support (MTSS). The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
| Author | : Elizabeth Jane Johnson |
| Publisher | : |
| Total Pages | : |
| Release | : 2008 |
| Genre | : Electronic dissertations |
| ISBN | : |
Research has shown that self-monitoring can be effective in different settings and with a range of students as well as problem behaviors. However, teachers who use self-monitoring techniques have difficulties in using an effective cueing system as well as generalizing the newly acquired skill into the general education classroom. This study extends the literature by utilizing a tactile cueing device to increase the percentage of intervals of on-task behavior as well as increasing the intervals of on-task behavior in an inclusive general education classroom setting.
| Author | : Phil Foreman |
| Publisher | : Cengage AU |
| Total Pages | : 630 |
| Release | : 2017-04-05 |
| Genre | : Education |
| ISBN | : 0170376176 |
How can classroom teachers effectively differentiate learning and teaching programs to provide for the needs of every student in their class? This best-selling text begins by asking "Why include all students?" in regular classrooms and then shows how this can be done. It outlines the philosophy of inclusive education and focuses on the use of individualised planning and effective teaching practices to maximise learning outcomes within positive and productive environments. Vignettes and narratives provide real-life examples that help put the theory in context. This fifth edition includes broader coverage of issues to do with diversity and individual differences, particularly cultural and multicultural inclusion, linguistic diversity and giftedness. There is more throughout on the universal design for learning framework and on partnerships with families, while new pedagogical features encourage readers to reflect. Throughout, it emphasises a practical, research-based approach to teaching that can be applied to support students with a range of differences and additional needs.
| Author | : Brian Reichow |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 415 |
| Release | : 2010-11-25 |
| Genre | : Psychology |
| ISBN | : 1441969756 |
Autism spectrum disorders (ASDs) have been increasingly diagnosed in recent years and carries with it far reaching social and financial implications. With this in mind, educators, physicians, and parents are searching for the best practices and most effective treatments. But because the symptoms of ASDs span multiple domains (e.g., communication and language, social, behavioral), successfully meeting the needs of a child with autism can be quite challenging. Evidence-Based Practices and Treatments for Children with Autism offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practices (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology. This commitment to clearly addressing the complex issues associated with ASDs continues throughout the volume and provides opportunities for further research. Additional issues addressed include: Behavioral excesses and deficits treatment Communication treatment Social awareness and social skills treatment Dietary, complementary, and alternative treatments Implementation of EBPs in school settings Interventions for sensory dysfunction With its holistic and accessible approach, Evidence-Based Practices and Treatments for Children with Autism is a vital resource for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrist, pediatricians, primary care and community providers.
| Author | : Kimberly R. Vitale |
| Publisher | : |
| Total Pages | : 118 |
| Release | : 2017 |
| Genre | : Attention in children |
| ISBN | : |
"Self-monitoring is an intervention technique that allows students with and without disabilities to take responsibility for observing and recording one's own behavior. Self-monitoring involves two processes: self-observation and self-recording. Self-observation requires a student to pay attention to a specific aspect of behavior and determine if the behavior being monitored occurred. Then the students record whether the behavior being monitored occurred (Amato-Zech, Hoff, & Doepke, 2006)"--Leaf 1. "My research questions are: 1. How does the use of student-teacher accuracy checks with reinforcement when using self-monitoring behavior ratings affect student accuracy with self-monitoring and on-task behavior for a third grade student that displays off-task behavior? 2. What are student perceptions of their behavior and the use of self-monitoring before and after the intervention?"--Leaf 22. "The results of this research project encourage me to believe and advocate that self-monitoring with accuracy checks and reinforcement is a useful strategy for improving students' on-task behaviors"--Leaf 48.
| Author | : Dennis E. Mithaug |
| Publisher | : Charles C Thomas Publisher |
| Total Pages | : 243 |
| Release | : 2007 |
| Genre | : Education |
| ISBN | : 0398085366 |
This book describes a method of teaching that fosters autonomous learning in all students, including students with disabilities. The pedagogy is based on decades of research on strategy instruction as well as on a theory of learning that claims these four conditions promote self-determined learning in all learners: (1) opportunities to choose expectations for gaining something from a learning challenge, (2) strategies that regulate responses to meet those expectations, (3) comparisons between results and expectations that provoke additional adjustment in expectations and responses, and (4) persistent engagement and adjustment until results match expectations. The pedagogy of self-instruction described in this book anchors these conditions in everyday instruction so students can learn by adjusting to their own expectations. Chapter 1 compares this approach to the teacher-directed methods of direct instruction that require teachers to set expectations for students, control how students respond to them, evaluate the outcomes they produce, and then prescribe adjustments students must make to improve. Chapter 2 provides evidence that too much of special education instruction reflects this teacher-directed approach and as a consequence discourages students from learning how to learn on their own. Chapters 3-6 identify four ways to shift learning control from teachers to students and Chapters 7 and 8 identify the obstacles to achieving this instructional shift in special education. The appendices of the book provide a bibliography of research on self-instruction and direct instruction pedagogies and a validated self-assessment that can evaluate the directedness of your teaching.
