Clicking Away: Repurposing Student Response Systems to Lessen Off-Task Behavior

Abstract

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.

“I Don’t Like Being Good!” Changing Behavior With Technology-Based Self-Monitoring

“…Although self-monitoring has been studied across a range of populations and settings, to date, there have been only a handful of studies in which technology was used to record selfmonitored behavior (Bedesem, 2012;Gulchak, 2008;Szwed & Bouck, 2013). In these recent yet foundational studies, technology-based self-monitoring proved to be an effective and socially valid method for improving behavior.…”

“…To date, there have been at least three studies involving the use of technology for recording self-monitored behavior (Bedesem, 2012;Gulchak, 2008;Szwed & Bouck, 2013). In Gulchak's study, an eight-year-old boy recorded his on-task behavior at 10-min intervals using a handheld mobile device (i.e., Palm Zire 72).…”

“…This technology-based self-monitoring intervention differed from previously studied interventions (Bedesem, 2012;Gulchak, 2008;Szwed & Bouck, 2013) in that the data were collected and stored in the app and then used by the teacher to facilitate conversation and provide reinforcement. Specific research questions included:…”

Using Data to Individualize a Multicomponent, Technology-Based Self-Monitoring Intervention

“…A third study of technology-based self-monitoring involved the use of student response systems (Szwed & Bouck, 2013). Traditionally, student response systems like the e-Clicker are used by all students in the classroom to respond to teachers' questions about academic instruction.…”

Emerging Research, Practice, and Policy on Computational Thinking

“…Sometimes this kind of tapping and other fidgeting is seen as learned behavior to be extinguished either because it is seen as distracting by teachers or because it is indicative of lack of self-monitoring (Szwed & Bouck, 2013) and/or effortful control (Valiente, Lemery-Chalfant, Swanson, & Reiser, 2008). The Sound of Fractions (SoF) is more complex as an idea, a technology, and a curricular focus.…”