A Single-Subject Study of a Technology-Based Self-Monitoring Intervention

Vogelgesang, Kari; Bruhn, Allison L.; Coghill-Behrends, William; Kern, Amanda M.

doi:10.1007/s10864-016-9253-4

Cited by 24 publications

(33 citation statements)

References 34 publications

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“…In sum, the reviewed studies reported a consistent increase of on-task behavior and/or decrease of off-task behaviors when MT was integrated fully or partially into self-monitoring (Bedesem, 2012;Bruhn et al, 2016;Bruhn et al, 2015;Gulchak, 2008;Szwed & Bouck, 2013;Vogelgesang et al, 2016;Wills & Mason, 2014) and video-modeling practices (Blood et al, 2011). The provision of EPs seemed to have advantages over the traditional paper-pencil formats in that they prompted higher levels of active academic responding (Haydon et al, 2012) and on-task behavior (Flower, 2014;Haydon et al, 2012).…”

Section: Effectiveness Of Eps Throughout Levels Of Mt Integrationmentioning

confidence: 92%

“…The provision of EPs seemed to have advantages over the traditional paper-pencil formats in that they prompted higher levels of active academic responding (Haydon et al, 2012) and on-task behavior (Flower, 2014;Haydon et al, 2012). Further, EPs appeared to improve academic engagement for elementary (Blood et al, 2011;Flower, 2014;Gulchak, 2008;Szwed & Bouck, 2013;Vogelgesang et al, 2016), middle (Bedesem, 2012;Bruhn et al, 2016;Bruhn et al, 2015) and high school students with ECD (Haydon et al, 2012;Wills & Mason, 2014).…”

Section: Effectiveness Of Eps Throughout Levels Of Mt Integrationmentioning

confidence: 99%

“…The assessment considered students' IEPs in matching the content of academic iPad applications and independent work practices. Last, MT was researcher-selected or created across the remaining seven studies (Blood, Johnson, Ridenour, Simmons, & Crouch, 2011;Bruhn, Vogelgesang, Fernando, & Lugo, 2016;Bruhn, Vogelgesang, Schabilion, Waller, & Fernando, 2015;Bruhn, Woods-Groves, Fernando, Taehoon, & Troughton, 2017;Gulchak, 2008;Szwed & Bouck, 2013;Vogelgesang, Bruhn, Coghill-Behrends, Kern, & Troughton, 2016;Wills & Mason, 2014).…”

Section: Identification Of Mt For Epsmentioning

confidence: 99%

“…Full integration or all-inclusive MT occurs when the components of EBPs are fully delivered through MT. The largest number of studies examining EPs (n = 6) utilized the full integration method (Bedesem, 2012;Bruhn et al, 2016;Bruhn et al, 2015;Bruhn, Woods-Groves, et al, 2017;Vogelgesang et al, 2016;Wills & Mason, 2014). CellF-Monitoring was the first all-inclusive MT used to cue two high-school students engaging in distracting behaviors, to self-monitor their on-task behaviors in language arts class.…”

Section: Effectiveness Of Eps Throughout Levels Of Mt Integrationmentioning

confidence: 99%

“…Likewise, the majority of the reviewed studies (n = 9) assessed social validity and indicated that EPs were well-received by teachers and/or students with ECD (Bedesem, 2012;Blood et al, 2011;Bruhn et al, 2016;Bruhn et al, 2015;Flower, 2014;Haydon et al, 2012;Szwed & Buck, 2013;Vogelgesang et al, 2016;Wills & Mason, 2014). Teachers expressed a high degree of satisfaction about the feasibility of using EPs in supplementing instructional activities and behavioral management (Bruhn et al, 2016;Flower, 2014;Haydon et al, 2012;Szwed & Bouck, 2013;Vogelgesang et al, 2016) and saving teaching time (Flower, 2014), thus making EPs much simpler than the typical format (Bruhn et al, 2015). Similarly, students with ECD enjoyed how they were viewed positively (e.g., as technology expert) by peers (Szwed & Bouck, 2013).…”

Section: Effectiveness Of Eps Throughout Levels Of Mt Integrationmentioning

confidence: 99%

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Integration of Mobile Technology Into Evidence-Based Practices for Students With Emotional and Conduct Disorders in Classroom

Altaweel

2019

PEC

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Mobile technology (MT) may create new opportunities for teachers to enhance the implementation of evidence-based practices (EBPs) for students with emotional and conduct disorders (ECD) in United States. However, there remains a relative paucity of research reviewing the effectiveness of integrating MT into EBPs, also referred to as emerging practices (EPs). This integrative review provides a synthesis of the research on the effectiveness of EPs for students with ECD in the K-12 classroom environment. A total of 11 empirical studies, published from 2008 to 2018, were reviewed. Results suggest that EPs may increase academic engagement for students with ECD during academic situations. Yet, drawing conclusions remains challenging due to limitations in relation to: (a) the unique power of EPs in isolation from some interfering variables, (b) generalizability of documented findings to various settings. Future research studies should ideally further address the areas of limitation toward conclusive claims concerning the effectiveness of EPs for students with ECD. Keywords: conduct disorders, educational setting, emerging practices, emotional disorders, evidence-based practices, mobile technology.

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Section: Effectiveness Of Eps Throughout Levels Of Mt Integrationmentioning

confidence: 92%

Section: Effectiveness Of Eps Throughout Levels Of Mt Integrationmentioning

confidence: 99%

Section: Identification Of Mt For Epsmentioning

confidence: 99%

Section: Effectiveness Of Eps Throughout Levels Of Mt Integrationmentioning

confidence: 99%

Section: Effectiveness Of Eps Throughout Levels Of Mt Integrationmentioning

confidence: 99%

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Integration of Mobile Technology Into Evidence-Based Practices for Students With Emotional and Conduct Disorders in Classroom

Altaweel

2019

PEC

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Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review

Thompson¹,

Ruhr²,

Maynard³

et al. 2022

Campbell Systematic Reviews

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Background: Challenging classroom behaviors can interfere with student social and academic functioning and may be harmful to everyone in schools. Self-management interventions within schools can address these concerns by helping students develop necessary social, emotional, and behavioral skills. Thus, the current systematic review synthesized and analyzed school-based self-management interventions used to address challenging classroom behaviors. Objectives: The current study aimed to inform practice and policy by (a) evaluating the effectiveness of self-management interventions at improving classroom behaviors and academic outcomes and (b) examining the state of research for selfmanagement interventions based on existing literature. Search Methods: Comprehensive search procedures included electronically searching online databases (e.g., EBSCO Academic Search Premier, MEDLINE, ERIC, PsycINFO), hand-searching 19 relevant journals (e.g., School Mental Health, Journal of School Psychology), reference-list searching 21 relevant reviews, and searching gray literature (e.g., contacting authors, searching online dissertation/theses databases and national government clearinghouses/websites). Searches were completed through December of 2020. Selection Criteria: Included studies employed either a multiple group-design (i.e., experimental or quasi-experimental) or single-case experimental research design and met the following criteria: (a) utilized a self-management intervention, (b) conducted in a school setting, (c) included school-aged students, and (d) assessed classroom behaviors.Data Collection and Analysis: Standard data collection procedures expected by the Campbell Collaboration were used in the current study. Analyses for single-case design studies incorporated three-level hierarchical models to synthesize main effects, and meta-regression for moderation. Further, robust variance estimation was applied to both single-case design and group-design studies to account for dependency issues.

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A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder

Reddy

Cleary

Alperin

et al. 2018

Psychology in the Schools

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School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention‐deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self‐regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three‐phase model of SRL that includes forethought, performance control, and self‐reflection processes. In this review, the vast majority of the published literature used single‐case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow‐up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice.

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A Single-Subject Study of a Technology-Based Self-Monitoring Intervention

Cited by 24 publications

References 34 publications

Integration of Mobile Technology Into Evidence-Based Practices for Students With Emotional and Conduct Disorders in Classroom

Integration of Mobile Technology Into Evidence-Based Practices for Students With Emotional and Conduct Disorders in Classroom

Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review

A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder

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