Academic perseverance: establishing on-task behaviors through self-monitoring

The purposes of this study were to (a) examine the effectiveness of using an iPad for self-monitoring of secondary students Classified with an emotional disturbance, (b) evaluate their behavior changes (c) evaluate their academic performance, and (d) evaluate their satisfaction with an iPad used for their self-monitoring. Three high school students, two female and one male with emotional disturbance (ED), participated in the study. A single subject design with ABAB phases was used. During the baseline, their behaviors including asking relevant questions, maintaining eye contact with the teacher or task, keeping conversation on topic, and working on current project were observed and recorded. During the intervention, an iPad was introduced to students with a monitoring app called HabitRPG. Students were taught to record their on- task behaviors every five minutes during that interval for 5 days, then the iPad was taken away for 3 days, and resumed for 4 days to evaluate their behavior changes. Results show that all students increased on-task behaviors. At the end a survey demonstrated that the intervention was socially accepted by both students and teacher. Further research with longer duration for self-monitoring using technology may be needed to support high school students with ED.

Name thesis:degree_name

M.A. Special Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2015

Author dc:creator

• Arno, Lauren

Contributors dc:contributor

• Xin, Joy

• Self-monitoring; Tablet computers; Mentally ill teenagers
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/328

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1327