Examining Self-Monitoring Interventions for Academic Support of Students with Emotional and Behavioral Disorders

Abstract

Researchers have found that English teachers in the United States of America (USA) perceive providing writing instruction to students with emotional behavioral disorders (EBD) as a difficult task. This could be associated with the fact that students with EBD often work below skill level in the content area of writing compared to same age peers. Researchers continue to investigate interventions to increase academic outcomes for students with EBD. Utilizing a single case design, three middle school students with EBD were observed in a self-contained classroom to determine the effects of a traditional and technology based self-monitoring intervention focused on decreasing student off-task behaviors while increasing scores on writing assignments. The study took place in an urban school district within the Southeastern region of the USA. Results indicated that the first two intervention phases were equally as effective at reducing off-task behaviors. Additionally, the third intervention phase led to decreased off-task behaviors and increased writing scores for all students compared to the previous two phases. Social validity assessments indicated that the self-monitoring interventions were useful and relevant for teachers and students with EBD in the self-contained setting. Implications for teachers and educational researchers are discussed within this article.

Technology‐based self‐monitoring system for on‐task behavior of students with disabilities: A quantitative meta‐analysis of single‐subject research

“…Second, the portability of mobile technology (e.g., iPad, iPod, or a handheld computer in early 2000s) made it possible for students to use the technology frequently. For example, students in Bruhn et al (2017)'s study used the technology at 10‐minute intervals and students in Hunter et al (2017)'s study used the technology at 5‐minute intervals during regular lessons. While the use of technology during instruction could distract those who are not good at multi‐tasking (Mayer & Moreno, 2010), the studies showed that the technology kept the students engaged.…”

“…,Blood et al (2011), Cihak et al (2010), Hunter et al (2017,Romans et al (2020), Rosenbloom et al (2019,Szwed and Bouck (2013). The heterogeneity value, I 2 , was 0%, meaning there was no significant difference in the effects oftechnology-based self-monitoring interventions across the selected studies, indicating the overall effectiveness of the technology-based self-monitoring interventions.…”

Using Technology-Based Self-Monitoring to Promote On-Task Behavior

“…First, TBSM tools or applications are user-friendly. Researchers have suggested that TBSM tools are “portable,” “easy to use,” “socially acceptable,” and “students are motivated to use them” (Bauer & Ulrich, 2002; Hunter et al, 2017, p. 68). Second, TBSM approaches are efficient, requiring less effort from adults than other approaches to support student behavior.…”

“…For educators, the more time students engage in off-task behavior, the more time educators must spend addressing off-task behavior rather than delivering academic instruction (Gage et al, 2018).Off-task behavior may have an even more detrimental impact on students with or at risk for emotional and behavioral disorders (EBD). Compared with typically developing students, students with EBD are more likely to have lower levels of on-task behavior performance and task completion (Hunter et al, 2017). Therefore, it is critical to identify effective strategies to support all students, including students with or at risk for EBD, to engage in learning and increase on-task behavior.…”