Preschool students who display social emotional deficits pose challenging issues for families, caregivers and teachers who educate them. In this study, the effectiveness of an assistive technology based treatment package consisting of video self-modeling and behavior management software was investigated to determine if its combined use would result in increased student self-regulation skills. Using a multiple baseline design, three students used the treatment package to increase self-regulation skills. During the investigation, the accuracy to self-identify behaviors, the documentation of desired and undesired behaviors and the overall impact of the treatment package was studied. Interobserver agreement (IOA) was used to determine accuracy to self-identify behaviors. Results indicated a student increase in identifying undesired and desired behaviors, the percentage of desired behaviors displayed, and the accuracy with self-identifying behavior.
","abstract_html":"<p>Preschool students who display social emotional deficits pose challenging issues for families, caregivers and teachers who educate them. In this study, the effectiveness of an assistive technology based treatment package consisting of video self-modeling and behavior management software was investigated to determine if its combined use would result in increased student self-regulation skills. Using a multiple baseline design, three students used the treatment package to increase self-regulation skills. During the investigation, the accuracy to self-identify behaviors, the documentation of desired and undesired behaviors and the overall impact of the treatment package was studied. Interobserver agreement (IOA) was used to determine accuracy to self-identify behaviors. Results indicated a student increase in identifying undesired and desired behaviors, the percentage of desired behaviors displayed, and the accuracy with self-identifying behavior.</p>","abstract_has_math":false,"creators":["Szwed, Kathryn L."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["Teresa T. Doughty","Emily C. Bouck","James Elicker","Carrie Wachter"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-04-01T07:00:00Z","date_published":"2016-04-01T07:00:00Z","updated_at":"2026-07-24T03:53:55Z","subjects":["Psychology","Education","Assistive technology","Emotional disabilities","Self-regulation","Developmental Psychology","Early Childhood Education","Social and Behavioral Sciences","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://docs.lib.purdue.edu/open_access_dissertations/716","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Teresa T. Doughty","Emily C. Bouck","James Elicker","Carrie Wachter"]},{"key":"dc:creator","label":"Author","values":["Szwed, Kathryn L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Education","Assistive technology","Emotional disabilities","Self-regulation","Developmental Psychology","Early Childhood Education","Social and Behavioral Sciences","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://docs.lib.purdue.edu/open_access_dissertations/716"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Preschool students who display social emotional deficits pose challenging issues for families, caregivers and teachers who educate them. In this study, the effectiveness of an assistive technology based treatment package consisting of video self-modeling and behavior management software was investigated to determine if its combined use would result in increased student self-regulation skills. Using a multiple baseline design, three students used the treatment package to increase self-regulation skills. During the investigation, the accuracy to self-identify behaviors, the documentation of desired and undesired behaviors and the overall impact of the treatment package was studied. Interobserver agreement (IOA) was used to determine accuracy to self-identify behaviors. Results indicated a student increase in identifying undesired and desired behaviors, the percentage of desired behaviors displayed, and the accuracy with self-identifying behavior.
"]},{"key":"dc:title","label":"Title","values":["Self-regulation to practice: Incorporating the strategy to an early childhood special education setting"]}]}],"canonical_facts":{"dc:contributor":["Teresa T. Doughty","Emily C. Bouck","James Elicker","Carrie Wachter"],"dc:creator":["Szwed, Kathryn L."],"dc:description.abstract":["Preschool students who display social emotional deficits pose challenging issues for families, caregivers and teachers who educate them. In this study, the effectiveness of an assistive technology based treatment package consisting of video self-modeling and behavior management software was investigated to determine if its combined use would result in increased student self-regulation skills. Using a multiple baseline design, three students used the treatment package to increase self-regulation skills. During the investigation, the accuracy to self-identify behaviors, the documentation of desired and undesired behaviors and the overall impact of the treatment package was studied. Interobserver agreement (IOA) was used to determine accuracy to self-identify behaviors. Results indicated a student increase in identifying undesired and desired behaviors, the percentage of desired behaviors displayed, and the accuracy with self-identifying behavior.
"],"dc:identifier":["https://docs.lib.purdue.edu/open_access_dissertations/716"],"dc:subject":["Psychology","Education","Assistive technology","Emotional disabilities","Self-regulation","Developmental Psychology","Early Childhood Education","Social and Behavioral Sciences","Special Education and Teaching"],"dc:title":["Self-regulation to practice: Incorporating the strategy to an early childhood special education setting"],"thesis:degree_discipline":["Educational Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T03:53:55Z"}