Self-management and the classroom engagement behaviors of high school students with disabilities in general education
Cook, Kathleen Bezdek
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This study evaluated the effects of a self-monitoring strategy that used a smart phone with a vibrating app to signal high-school students with disabilities to self-monitor on-task behavior in general education classrooms. A counterbalanced multiple treatment design was used to evaluate the effects of a self-monitoring strategy on classroom engagement and then to compare the effects of self-monitoring alone to self-monitoring with self-graphing. Two of four participants showed moderate increases in on-task behaviors with the self-monitoring intervention and a third participant showed increases in on-task behavior when feedback and reinforcement were added. Only two participants used the self-graphing materials when provided, and neither showed additional increases in on-task behavior when self-graphing was used. Generalization and maintenance probes showed potential generalization and durability of treatment effects in absence of treatment for two participants. End-of-study questionnaires indicated that participants found this particular self-monitoring intervention to be easy to understand, feasible, and personally desirable for implementation in a general education setting. The results of this study are important because as attention to task increases, the opportunity for learning also increases. Additionally, self-monitoring can promote greater independence for the student by decreasing the need for teacher support.