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Evaluating Technology-Based Self-Monitoring of Performance with Differential Reinforcement for Students with

Madeline R Risse1, Kwang-Sun Cho Blair1, Danielle A Russo1

  • 1Applied Behavior Analysis Program, Department of Child and Family Studies, University of South Florida, Tampa, FL 33612, USA.

Behavioral Sciences (Basel, Switzerland)
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PubMed
Summary

Technology-based self-monitoring of performance (SMP) with differential reinforcement effectively increased task completion and reduced off-task behavior in 5th-grade students with disabilities. This intervention showed promise as a practical school-based solution.

Keywords:
behaviorinclusionschool-based interventionself-monitoringtechnology

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Area of Science:

  • Educational Psychology
  • Special Education Technology
  • Behavioral Interventions

Background:

  • Students with disabilities often face challenges with task completion and on-task behavior.
  • Traditional interventions may not always be practical or effective in diverse classroom settings.
  • Technology offers potential for innovative and engaging educational support.

Purpose of the Study:

  • To evaluate a technology-based self-monitoring of performance (SMP) intervention.
  • To assess the impact of SMP with differential reinforcement on task completion and off-task behavior.
  • To examine the maintenance effects of delayed reinforcement for students with disabilities.

Main Methods:

  • A concurrent multiple baseline design across three 5th-grade students with disabilities.
  • Implementation of a mobile app for SMP and differential reinforcement for task completion and self-monitoring accuracy.
  • Inclusion of off-task behavior as a secondary measure to assess engagement.

Main Results:

  • Technology-based SMP with differential reinforcement significantly increased task completion for all participating students.
  • Off-task behavior was substantially reduced across all students following intervention.
  • Successful maintenance of behaviors was observed even with a gradual fading and delay of reinforcement.

Conclusions:

  • Technology-based SMP combined with differential reinforcement is an effective intervention for improving academic engagement in students with disabilities.
  • The intervention is practical and efficient for school-based implementation by general education teachers.
  • Delayed reinforcement strategies can be successfully integrated into technology-based behavioral interventions.