Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2014 Dec 1;23(4):421-434.
doi: 10.1007/s10864-014-9204-x. Epub 2014 Sep 6.

Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study

Howard P Wills  1 , Benjamin A Mason  1
Affiliations

Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study

Howard P Wills et al. J Behav Educ. .

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.

Keywords: emotional/behavioral disorders; high school; intervention; self management; self monitoring.

PubMed Disclaimer

Figures

Figure 1
Figure 1
Percentage of time on-task during baseline and intervention conditions for Student 1 (15 min observations).
Figure 2
Figure 2
Percentage of time on-task during baseline and intervention conditions for Student 2 (15 min observations).
Figure 3
Figure 3
Frequency of disruptions during baseline and intervention conditions for Student 1 (15 min observations).
Figure 4
Figure 4
Frequency of disruptions during baseline and intervention conditions for Student 2 (15 min observations).
See this image and copyright information in PMC

References

    1. Amato-Zech NA, Hoff KE, Doepke KJ. Increasing on-task behavior in the classroom: Extension of self-monitoring strategies. Psychology in the Schools. 2006;43(2):211–221.
    1. Blood E, Johnson J, Ridenour L, Simmons K. Using an i-pod touch to teach social and self-management skills to an elementary student with emotional/behavioral disorders. Education and Treatment of Children. 2011;34:299–321.
    1. Cooper JO, Heron TE, Heward WL. Applied behavior analysis. 2. Upper Saddle River, NJ: Prentice Hall; 2006.
    1. DiGangi SA, Maag JW, Rutherford RB., Jr Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. Learning Disability Quarterly. 1991:221–230.
    1. Fantuzzo JW, Polite K. School-based, behavioral self-management: A review and analysis. School Psychology Quarterly. 1990;5(3):180–198.

LinkOut - more resources