The Effects Of A Self Monitoring Package Using A Tactile Cueing Device On Student On Task Behavior In Special Education And General Education Settings
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| 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 | : Juan Rex Navarrete |
| Publisher | : |
| Total Pages | : 45 |
| Release | : 2007 |
| Genre | : Teenagers with disabilities |
| ISBN | : 9780549049654 |
Research has shown that self-monitoring can be effective in teaching students to manage behavior in independent working situations. However, teachers have difficulty using self-monitoring systems, often because they require a lot of effort and can be disruptive to the classroom environment. This study expands the literature by examining whether a tactile cuing device can serve to prompt a student to self-monitor and relieve the teacher of some of the inconvenience and effort.
| Author | : Casey L. Allie |
| Publisher | : |
| Total Pages | : 31 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
Research has shown that self-monitoring can increase on-task behavior with students in the classroom setting. This project examined the use of a signal device to teach self monitoring to increase on-task behavior of special education students with behavioral problems. Participants were two elementary school para-educators and two K-4th grade students. During a two part process, baseline and intervention was conducted by the researcher with each student evaluating his/her on-task behavior. The researcher examined the reliability of the data on the student's on-task behavior. The researcher found that the student's on-task behavior increased with implementation of the signal device self-monitoring program. The implications from the success of this project for the use of self-monitoring programs to increase students' on-task behavior are discussed.
| Author | : Andrew Markelz |
| Publisher | : |
| Total Pages | : |
| Release | : 2018 |
| Genre | : |
| ISBN | : |
Effectively managing a classroom is critical in promoting positive student outcomes. Regardless of research suggesting a correlation between the two, teachers report feeling unprepared to deal with challenging behaviors. As a result, teachers resort to reactive classroom management rather than proactive and preventative strategies. Behavior specific praise (BSP) is an empirically supported, proactive strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers use of BSP while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on Apple Watch. This study primarily investigated the effects of eTAPS on special education teachers use of BSP. Secondarily, this study investigated the impact that BSP would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining BSP rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.
| Author | : Charlene Esget |
| Publisher | : |
| Total Pages | : 160 |
| Release | : 2006 |
| Genre | : Attention in children |
| ISBN | : |
| 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 | : Linda Burness |
| Publisher | : |
| Total Pages | : 208 |
| Release | : 1990 |
| Genre | : High school students |
| ISBN | : |
| Author | : Linda Burness |
| Publisher | : National Library of Canada = Bibliothèque nationale du Canada |
| Total Pages | : 208 |
| Release | : 1990 |
| Genre | : High school students |
| ISBN | : |
| Author | : Lori McCann Sawyer |
| Publisher | : |
| Total Pages | : 256 |
| Release | : 2003 |
| Genre | : Children with disabilities |
| ISBN | : |
Self-monitoring is an attractive alternative to externally managed behavior support strategies for students with disruptive behaviors in school settings. With the increased emphasis on employing FBA procedures, a significant need exists to effectively link FBA data with self-monitoring interventions. The purpose of this study was to investigate the differential effects of self-monitoring functionally equivalent and non-functionally equivalent responses based on FBA data with four students with E/BD in special education classrooms. During the first phase of the study, the function of students' disruptive behaviors was empirically demonstrated. This information was used in the second phase of the study to compare the two conditions. In one condition, students self-monitored a behavior that was functionally equivalent to the student's disruptive behaviors. The effects of this condition were compared to those of self-monitoring a behavior that is not functionally equivalent to their disruptive behavior. An ABCBC reversal design was used to examine the effects of the different self-monitoring conditions. Generalization across settings was examined in general education classrooms. The data for two students suggested that self-monitoring a functionally equivalent behavior was more effective than self-monitoring a non-functionally equivalent behavior. The effects generalized across settings when a modified self-monitoring strategy was implemented. One student demonstrated undifferentiated responding across conditions. Further research is warranted to support the efficacy of linking FBA data with self-monitoring.
| Author | : Michael Allen Jellison |
| Publisher | : |
| Total Pages | : 45 |
| Release | : 2009 |
| Genre | : Behavior disorders in children |
| ISBN | : |
Abstract: Teaching students to self-monitor their behavior has proven to be an effective educational strategy for increasing the on-task behavior of students with and without disabilities. This study examined the effectiveness of a tactile prompt to increase the on-task behaviors among 3 high-school students diagnosed with severe emotional disorders, being served in a self-contained special education classroom. Students were taught to self-monitor their behavior by using the MotivAider, an electronic device that prompts the student to record their behavior by vibrating. An ABAB reversal design was used for each of the participants, and the results indicated that after the implementation of the self monitoring intervention, the students' on-task behavior increased from 33.6% of the intervals during initial baseline to 81.9% of the intervals during the intervention phase. Not only did the MotivAider increase the on-task behavior of the students, the students enjoyed using them, and after the study was completed continued to use the MotivAiders.
