Self-monitoring is a well-documented practice to assist educators with addressing students' behavioral challenges. However, little research has examined technology to support students' self-monitoring. Within this study, three elementary students were taught self-monitoring skills using student response systems to increase on-task behaviors in an inclusive setting. When prompted by the teacher, students identified as having an emotional disability or students at risk for behavioral challenges used a student response system to record if they were on or off task. A single-subject withdrawal design indicated the frequency of each student's off-task behavior decreased during use of the student response system. During the withdrawal and maintenance phases, frequency of the behavior returned to baseline levels. The technology supported improved student behavior when used, but students were unable to maintain the improved on-task behavior when they were not selfmonitoring. Student and teacher perceptions of the student response system technology verified the off-task behavior data; students and teachers were positive about the use of the technology as a self-monitoring tool.
This study examined the efficacy of pentop computers on the written expression of three secondary students with mild disabilities. A multiple-probe design was used to establish pentop computers as a potentially effective tool for increasing the quality and quantity of written expression. Each student learned to use the pentop computer and the accompanying writing software. Students were instructed to write essays without using the pentop computer during baseline, and then with it during the intervention phase. When using the pentop computer, students' essay quality scores increased from baseline; during generalization students' scores decreased. Although a few technological problems were encountered, the pentop computer was found to be a valuable tool for students to use in planning and writing essays.
The purpose of this study was to examine the effects of a pentop computer and accompanying spelling software on the spelling accuracy and academic engagement behavior in three elementary students with disabilities who were served in a resource room setting. Using a multiple baseline across students single subject research design, researchers determined student use of the pentop computer--the FLYPen--and its spelling software may serve as an equivalent intervention to traditional spelling instruction. While academic engagement performance increased considerably for students when using the FLYPen, results indicated little to no improvement over traditional instruction in spelling accuracy. Implications and suggestions for future research are presented.
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