title: Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study.
abstract: Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high school students in order to assess the effectiveness of a technologically-delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (student 1) and attention deficit hyperactivity disorder (ADHD: student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at five min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior.
authors.affiliation: Juniper Gardens Children's Project, University of Kansas, 444 Minnesota Ave, Kansas City, KS 66101.
authors.forename: Howard P
authors.initials: HP
authors.lastname: Wills
authors.affiliation: Juniper Gardens Children's Project, University of Kansas, 444 Minnesota Ave, Kansas City, KS 66101.
authors.forename: Benjamin A
authors.initials: BA
authors.lastname: Mason
keywords: emotional/behavioral disorders; high school; intervention; self management; self monitoring