Author(s):
Kathleen B. Cook
Kristin L. Sayeski
Abstract:
Despite decades of robust evidence demonstrating the effectiveness of self-monitoring for attention, the strategy is not universally taught to students who struggle with attention, particularly within general education settings. Recent studies have included technology such as tablets or smartphones, adding to the ease and social acceptability of the self-monitoring strategy. In this article, we provide the steps and tips for teachers to use an inexpensive smartphone app to increase on-task attending during instruction.
Documentation:
https://doi.org/10.1177/10742956221085946
References:
| Alberto, P. A., Troutman, A. C. (2017). Applied behavior analysis for teachers (9th ed.). Pearson Education. Google Scholar | |
| Barbaresi, W. J., Colligan, R. C., Weaver, A. L., Voigt, R. G., Killian, J. M., Katusic, S. K. (2013). Mortality, ADHD, and psychosocial adversity in adults with childhood ADHD: A prospective study. Pediatrics, 131(4), 637–644. https://doi.org/10.1542/peds.2012-2354 Google Scholar | Crossref | |
| Barton, E. E., Lloyd, B. P., Spriggs, A. D., Gast, D. L. (2018). Visual analysis of graphic data. In Ledford, J. R., Gast, D. L. (Eds.), Single case research methodology: Applications in special education and behavioral sciences (3rd ed., pp. 179–213). Routledge. Google Scholar | Crossref | |
| Bedesem, P., Dieker, L. (2014). Self-monitoring with a twist: Using cell phones to cell-monitor on-task behavior. Journal of Positive Behavior Interventions, 16(4), 246–254. https://doi.org/10.1177/1098300713492857 Google Scholar | SAGE Journals | |
| Behavioral Dynamics . (2020a). Order the MotivAider. http://habitchange.com/products.php Google Scholar | |
| Behavioral Dynamics . (2020b). Virtual MotivAider: The behavior promoting tool. https://habitchange.com/virtual_motivaider.php Google Scholar | |
| Blood, E., Johnson, J. W., Ridenour, L., Simmons, K., Crouch, S. (2011). Using an iPod Touch to teach social and self-management skills to an elementary student with emotional/behavioral disorders. Education and Treatment of Children, 34(3), 299–321. https://www.jstor.org/stable/42900117 Google Scholar | Crossref | |
| Boswell, M. A., Knight, V., Spriggs, A. D. (2013). Self-monitoring of on-task behaviors using the MotivAider® by a middle school student with a moderate intellectual disability. Rural Special Education Quarterly, 32(2), 23–30. https://doi.org/10.1177/875687051303200205 Google Scholar | SAGE Journals | |
| Briesch, A. M., Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24(2), 106–118. https://doi.org/10.1037/a0016159 Google Scholar | Crossref | |
| Bruhn, A., McDaniel, S., Kreigh, C. (2015). Self-monitoring interventions for students with behavior problems: A systematic review of current research. Behavioral Disorders, 40(2), 102–121. https://doi.org/10.17988/BD-13-45.1 Google Scholar | SAGE Journals | |
| Bunch-Crump, K. R., Lo, Y. (2017). An investigation of multitiered behavioral interventions on disruptive behavior and academic engagement of elementary students. Journal of Positive Behavior Interventions, 19(4), 216–227. https://doi.org/10.1177/1098300717696939 Google Scholar | SAGE Journals | |
| Clemons, L. L., Mason, B. A., Garrison-Kane, L., Wills, H. P. (2016). Self-monitoring for high school students with disabilities: A cross-categorical investigation of I-Connect. Journal of Positive Behavior Interventions, 18(3), 145–155. https://doi.org/10.1177/1098300715596134 Google Scholar | SAGE Journals | |
| Cook, K. B., Sayeski, K. L. (2020). High-school students with high-incidence disabilities’ use of smartphones for self-monitoring. Exceptionality, 1–17. https://doi.org/10.1080/09362835.2020.1772064 Google Scholar | Crossref | |
| Cooper, J. O., Heron, T. E., Heward, W. L. (2020a). Improving and assessing the quality of behavioral measurement. In Cooper, J. O., Heron, T. E., Heward, W. L. (Eds.), Applied behavior analysis (3rd ed., pp. 102–121). Pearson. Google Scholar | |
| Cooper, J. O., Heron, T. E., Heward, W. L. (2020b). Self-management. In Cooper, J. O., Heron, T. E., Heward, W. L. (Eds.), Applied behavior analysis (3rd ed., pp. 681–712). Pearson. Google Scholar | |
| Elocinsoft . (n.d.). Intervals. http://www.elocinsoft.com/intervals/ Google Scholar | |
| Fishley, K. M., Bedesem, P. (2014). Self-monitoring by students with high-incidence disabilities in inclusion settings: A literature review. Specialusis Ugdymas, 30(1), 71–92. Google Scholar | |
| Fiske, K., Delmolino, L. (2011). Use of discontinuous methods of data collection in behavioral intervention: Guidelines for practitioners. Behavior Analysis in Practice, 5(2), 77–81. https://doi.org/10.1007/BF03391826 Google Scholar | Crossref | |
| Fredricks, J. A., Filsecker, M., Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/j.learninstruc.2016.02.002 Google Scholar | Crossref | |
| Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004). Google Scholar | |
| Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38. https://doi.org/10.1177/0741932512452794 Google Scholar | SAGE Journals | |
| LeBlanc, L. A., Lund, C., Kooken, C., Lund, J. B., Fisher, W. W. (2020). Procedures and accuracy of discontinuous measurement of problem behavior in common practice of applied behavior analysis. Behavior Analysis in Practice, 13, 411–420. https://doi.org/10.1007/s40617-019-00361-6 Google Scholar | Crossref | |
| McDougall, D., Morrison, C., Awana, B. (2012). Students with disabilities use tactile cued self-monitoring to improve academic productivity during independent tasks. Journal of Instructional Psychology, 39(2), 119–131. Google Scholar | |
| Poznanski, B., Hart, K. C., Cramer, E. (2018). Are teachers ready? Preservice teacher knowledge of classroom management and ADHD. School Mental Health, 10(3), 301–313. https://doi.org/10.1007/s12310-018-9259-2 Google Scholar | Crossref | |
| Qahmash, A. I. (2018). The potentials of using mobile technology in teaching individuals with learning disabilities: A review of special education technology literature. TechTrends, 62(6), 647–653. https://doi.org/10.1007/s11528-018-0298-1 Google Scholar | Crossref | |
| Rogers, M., Bélanger-Lejars, V., Toste, J. R., Heath, N. L. (2015). Mismatched: ADHD symptomatology and the teacher–student relationship. Emotional and Behavioural Difficulties, 20(4), 333–348. https://doi.org/10.1080/13632752.2014.972039 Google Scholar | Crossref | |
| Romanczyk, R. G., Gillis, J. M. (n.d.). CBTAonline—Tools for behavior analysis. http://cbtaonline.com Google Scholar | |
| Shapiro, E. S. (2011). Academic skills problems fourth edition workbook. The Guilford Press. Google Scholar | |
| Sheffield, K., Waller, R. J. (2010). A review of single-case studies utilizing self-monitoring interventions to reduce problem classroom behaviors. Beyond Behavior, 19(2), 7–13. Google Scholar | |
| Thomson, C., Holmberg, M., Baer, D. M. (1974). A brief report on a comparison of time-sampling procedures. Journal of Applied Behavior Analysis, 7, 623–626. https://doi.org/10.1901/jaba.1974.7-623 Google Scholar | Crossref | |
| Trainor, A. A., Morningstar, M. E., Murray, A. (2016). Characteristics of transition planning and services for students with high-incidence disabilities. Learning Disability Quarterly, 39(2), 113–124. https://doi.org/10.1177/0731948715607348 Google Scholar | SAGE Journals | |
| The University of Kansas . (2019). I-Connect. https://iconnect.ku.edu/get-started/ Google Scholar | |
| Wang, M. T., Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x Google Scholar | Crossref | |
| Wills, H. P., Mason, B. A. (2014). Implementation of a self-monitoring application to improve on-task behavior: A high-school pilot study. Journal of Behavioral Education, 23(4), 421–434. https://doi.org/10.1007/s10864-014-9204-x Google Scholar | Crossref |