Increasing On-Task Behavior Using Technology-Based Self-Monitoring: A Meta-Analysis of I-Connect

Scheibel, Gretchen; Zimmerman, Kathleen N.; Wills, Howard P.

doi:10.1177/01626434221085554

Cited by 11 publications

(23 citation statements)

References 34 publications

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“…Self-monitoring is based on the theory of reactivity (Nelson & Hayes, 1981), which states that the act of monitoring makes a person more aware of their behavior, and this awareness consequently changes the behavior being monitored. Although initially used in therapeutic settings, researchers have demonstrated that self-monitoring can also be applied in educational settings where students can monitor their attention to or performance on a task (Cook et al, 2017; Scheibel et al, 2023).…”

Section: Self-monitoringmentioning

confidence: 99%

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

Bedesem

Barber

Rosenblatt

2023

Intervention in School and Clinic

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Students with disabilities may demonstrate high rates of off-task behavior, resulting in poor academic achievement. To decrease students’ off-task behavior, teachers can identify student-guided supportive strategies to limit the amount of time they dedicate to behavior management. Moreover, when teachers use effective student-guided strategies that reflect high social validity, ease of use, and low intrusiveness benefits are maximized, and students will maintain their use of the strategy. This article provides step-by-step procedures for designing a technology-based self-monitoring (TBSM) strategy that increases the acceptability and continued use of standard self-monitoring procedures. Necessary adjustments to typical self-monitoring strategies considering technology-based delivery methods, including selecting and evaluating mobile applications, are introduced.

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Section: Self-monitoringmentioning

confidence: 99%

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

Bedesem

Barber

Rosenblatt

2023

Intervention in School and Clinic

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“…In [ 28 ], a meta-analysis was conducted on studies using the I-Connect mobile app to increase on-task behavior. The I-Connect app was designed to allow an individual to perform self-monitoring towards the goal of improving positive behaviors.…”

Section: Rq2: What Are the Primary Purposes Of The Mobile Apps?mentioning

confidence: 99%

A Survey on Autism Care, Diagnosis, and Intervention Based on Mobile Apps: Focusing on Usability and Software Design

Liu

Zhao

et al. 2023

Sensors

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This article presents a systematic review on autism care, diagnosis, and intervention based on mobile apps running on smartphones and tablets. Here, the term “intervention” means a carefully planned set of activities with the objective of improving autism symptoms. We guide our review on related studies using five research questions. First, who benefits the most from these mobile apps? Second, what are the primary purposes of these mobile apps? Third, what mechanisms have been incorporated in these mobiles apps to improve usability? Fourth, what guidelines have been used in the design and implementation of these mobile apps? Fifth, what theories and frameworks have been used as the foundation for these mobile apps to ensure the intervention effectiveness? As can be seen from these research questions, we focus on the usability and software development of the mobile apps. Informed by the findings of these research questions, we propose a taxonomy for the mobile apps and their users. The mobile apps can be categorized into autism support apps, educational apps, teacher training apps, parental support apps, and data collection apps. The individuals with autism spectrum disorder (ASD) are the primary users of the first two categories of apps. Teachers of children with ASD are the primary users of the teacher training apps. Parents are the primary users of the parental support apps, while individuals with ASD are usually the primary users of the data collection apps and clinicians and autism researchers are the beneficiaries. Gamification, virtual reality, and autism-specific mechanisms have been used to improve the usability of the apps. User-centered design is the most popular approach for mobile app development. Augmentative and alternative communication, video modeling, and various behavior change practices have been used as the theoretical foundation for intervention efficacy.

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“…On-task behavior was the most common outcome measured using I-Connect across the evidence base. Meta-analysis of these studies found an average effect of I-Connect for on-task behavior is LRRi = 0.86 (95% confidence interval [CI] = [0.68, 1.04]), and an unweighted average percentage change across conditions was found to be 198% (range = 19%-834%) across intervention packages (Scheibel et al, 2023). Variations were noted across intervention packages, including (a) student training session durations and methods, (b) monitoring intervals, and (c) session lengths.…”

Section: I-connect Evidence Basementioning

confidence: 99%

Examining the Cost-Effectiveness of Intensive Interventions: Implementation Costs From the Teacher and Student Perspective

Scheibel,

Hicks,

Zimmerman

et al. 2023

Remedial and Special Education

Self Cite

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Intensive interventions are time- and resource-demanding interventions designed to be implemented with a single student with unique learning needs. Economic evaluation provides a methodology for evaluating the time and material resource costs of implementing these interventions to provide detailed feasibility information for educators considering the implementation of these interventions. This study presents a cost analysis of the time and materials required to implement an intensive intervention, I-Connect, and compares those costs to the reported effects, from the perspective of the intervention agent and recipient (i.e., teacher and student) using time as the primary cost metric. The results suggest the total time cost of implementing I-Connect falls within the time teachers and students are likely to have available. Furthermore, teachers will likely find I-Connect to be a cost-effective option for generating a 50% increase in on-task behavior if they have an initial 40 min of available time to become familiar with the intervention procedures, prepare the intervention, train the student to engage in self-monitoring, and initiate a 10-min session of I-Connect. Limitations and future research directions for the economic evaluation of intensive interventions are discussed.

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Increasing On-Task Behavior Using Technology-Based Self-Monitoring: A Meta-Analysis of I-Connect

Cited by 11 publications

References 34 publications

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

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

A Survey on Autism Care, Diagnosis, and Intervention Based on Mobile Apps: Focusing on Usability and Software Design

Examining the Cost-Effectiveness of Intensive Interventions: Implementation Costs From the Teacher and Student Perspective

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