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

Abstract

Background: There have been several studies that involved technology-based selfmonitoring procedures to increase on-task behavior. Although there are continued advancements in technology application such as functions that are embedded in the application (e.g., reinforcement, feedback), the appropriate use of technology is required to be accompanied by evidence-based guidance.Objectives: The purpose of this meta-analytic approach was to (a) examine the effectiveness of a technology-based self-monitoring system on the on-task behavior of students with disabilities and (b) provide information that can support the use of a technology-based approach as an effective method for the teaching of relevant behavioral skills. Methods: All reviewed 16 studies employed a single-case research design, targeting technology-based self-monitoring interventions for students with disabilities. Studies were descriptively analyzed and evaluated for methodological quality using the What Works Clearinghouse (WWC) standards and criteria. Additionally, to examine the level and trend of reading fluency outcomes, Tau-U was calculated across the studies by measuring the impact of various moderator variables on the intervention effects.Results and Conclusions: Overall, studies showed a strong effect of using the technology-based self-monitoring on on-task behaviors. The impacts of six possible moderator variables (i.e., school level, types of technology, student training, teacher feedback and teacher reinforcement) were analyzed and there was no significant difference in the six variables with regards to the effects of the technology-based selfmonitoring on the improvement of on-task behaviors.Implications: Based on the findings that support the positive impact of using mobile technology for increasing on-task behaviors of students with disabilities, directions for future research and practical applications were discussed.

A Teacher’s Guide to Technology-Based Self-Monitoring Strategies for Student Behavior

“…Research has shown that self-monitoring is successful for students with LD, EBD, and ADHD (Bedesem, 2012; McDougall et al, 2017) and can be used effectively in specialized education settings (Ennis et al, 2018), as well as across behaviors (Bedesem, 2012). Systematic research reviews and meta-analyses indicate that although self-monitoring is used to increase academic performance and accuracy, it is most frequently used to address on- and off-task behaviors (Briesch et al, 2019; Bruhn, McDaniel, & Kreigh, 2015; Fishley & Bedesem, 2014; Mize et al, 2022). In addition to being versatile, self-monitoring is especially conducive to classroom settings because the strategy can be tailored for specific students according to the teacher’s design.…”

Evaluating Technology-Based Self-Monitoring of Performance with Differential Reinforcement for Students with Disabilities

“…Considering that students may find the frequent prompted monitoring during a task to be more intrusive and less motivating than monitoring after the task [ 31 ], it remains unclear whether frequent, prompted SM leads to sustainable changes in student behavior. Furthermore, Mize et al [ 32 ] recommended that future researchers investigate SM applications incorporating effective instructional components, such as reinforcement and error correction delivered by a teacher. Further research is necessary to evaluate whether SMP interventions that involve reinforcement without prompts and include teacher-delivered instructional components (i.e., reinforcement and error correction as needed) will yield similar behavioral improvements for students with disabilities, and whether these behavior changes will maintain over time.…”

“…Until recently, most SM procedures and recording devices were characterized by their simplicity and low-tech nature, relying on materials such as paper, pencil, timers, and buzzers to record student behavior [ 17 , 32 ]. However, utilizing such materials can produce social stigmatization, lead to embarrassment for students, and pose a greater investment of teacher time and materials to prepare [ 33 ].…”

“…To address these limitations, the adoption of mobile-technology-based SM interventions has emerged as a promising alternative. The use of the technology provides greater portability and convenience, and recent research has demonstrated its effects on improving the on-task behaviors of students with disabilities [ 32 ]. Several studies conducted in schools have shown positive outcomes when utilizing mobile technology for SM [ 24 , 33 ].…”

“…With rapidly developing technologies available for use by teachers in school-based settings, Mize et al [ 32 ] urged future researchers to examine up-to-date mobile technology (e.g., iPhone, iPod) to deliver SM interventions to improve student behaviors. The continuous progress of 21st-century technology and the growing demand for effective virtual learning strategies, necessitate further investigation into the use of technology-based SM intervention applications in schools [ 15 ].…”