Self-Monitoring for High School Students With Disabilities

Abstract

Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation of an unobtrusive, self-monitoring application loaded on a handheld device, classroom engagement and perceived academic benefits were assessed in a withdrawal design for three high school students with different disabilities (specific learning disability, autism, and intellectual disability) in varied instructional arrangements. Direct observation data supported the intervention as effective in improving classroom engagement for all three students during intervention and maintenance phases.

The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism

“…Eighteen of the 19 studies reported participant gender. Of the 29 participants, 26 were male (83.9%; Agran et al, 2005;Cihak et al, 2010;Clemons, et al, 2016;Coyle & Cole, 2004;Crutchfield, et al, 2015;Ganz & Sigafoos, 2005;Hughes, et al, 2002;Legge et al, 2010;Rock, 2005;Rouse et al, 2014;Soares et al, 2009;State & Kern, 2012;Tiger et al, 2009) and only four were female (9.6%; Bouck et al, 2014;Mancina et al, 2000;Morrison et al, 2001;Rock & Thead, 2007). Koegel and Koegel (1990) did not specify the genders of the four participants.…”

“…Settings included general education classrooms, special education classrooms, and alternative settings. General education was the most frequently utilized (42.1%) setting for implementing self-monitoring in the reviewed studies (Agran et al, 2005;Cihak et al, 2010;Clemons, et al, 2016;Hughes, et al, 2002;Morrison et al, 2001;Rock, 2005;Rock & Thead, 2007;State & Kern, 2012). Six studies were implemented in special education classrooms (31.6%%; Bouck et al, 2014;Coyle & Cole, 2004;Crutchfield, et al, 2015;Legge et al, 2010;Mancina, et al, 2000;Rouse et al, 2014).…”

“…The most commonly used experimental design across the 19 studies was a multiple-baseline/probe design (57.9%, n=11; Agran et al, 2005;Cihak et al, 2010;Crutchfield, et al, 2015;Hughes, et al, 2002;Legge et al, 2010;Mancina et al, 2000;Morrison et al, 2001;Rock, 2005;Rouse et al, 2014). A total of six (31.6%) studies employed a withdraw design study (Clemons, et al, 2016;Coyle & Cole, 2004;Soares et al, 2009;Rock & Thead, 2007;State & Kern, 2012, Tiger et al, 2009. Two of these studies utilized a withdrawal design with additional components (State & Kern, 2012;Tiger et al, 2009).…”

“…The I-Connect Self-Monitoring (SM) intervention is one such technology-delivered application that is a single component system (i.e., a tablet) to deliver interval self-monitoring prompts and record data. The I-Connect SM intervention has increasing empirical support as an effective self-monitoring intervention (Clemons et al, 2016, Crutchfield et al, 2015Rosenbloom et al, 2016;Wills & Mason, 2014). Wills and Mason (2014) developed the I-Connect SM intervention to provide a non-obtrusive, self-monitoring delivery format.…”

“…The research indicates this intervention is effective for individuals with specific learning disabilities (Clemons, et al, 2016;Wills & Mason, 2014), attention-deficit hyperactivity disorder (ADHD; Wills & Mason, 2014), intellectual disability (Clemons et al, 2016), and ASD (Crutchfield et al, 2015;Rosenbloom et al, 2015). The I-Connect SM intervention has successfully been used to increase classroom engagement (Clemons et al, 2016;Rosenbloom et al, 2015, Wills & Mason, 2014; and decrease disruptive behavior (Rosenbloom et al, 2015) and stereotypic behaviors (Crutchfield, et al, 2015). Although the four self-monitoring studies thus far provide initial evidence supporting the use of the I-Connect SM intervention on targeted behaviors with individuals with ASD, additional research is needed on the use of the intervention for adolescents with ASD.…”