High-School Students with High-Incidence Disabilities' Use of Smartphones for Self-Monitoring

Autor/inn/en	Cook, Kathleen B.; Sayeski, Kristin L.
Titel	High-School Students with High-Incidence Disabilities' Use of Smartphones for Self-Monitoring
Quelle	In: Exceptionality, 30 (2022) 4, S.279-295 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cook, Kathleen B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1772064
Schlagwörter	High School Students; Students with Disabilities; Self Management; Attention; Telecommunications; Handheld Devices; Program Effectiveness; Generalization; Maintenance; Graphs; Inclusion; Time on Task + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Selbstmanagement; Aufmerksamkeit; Telekommunikationstechnik; Grafische Darstellung; Inklusion; Zeitaufwand
Abstract	Self-monitoring of attention (SMA) promotes increased learning opportunities and greater independence for students but has been sparsely researched with high-school students. This study evaluated the effects of a self-monitoring strategy that included the use of a smartphone with a vibrating app to signal high-school students with high-incidence disabilities to self-monitor on-task behavior in general education classrooms. A multiple-treatment research design was used to evaluate potential effects of this self-monitoring strategy on on-task behavior and then compare the effects of self-monitoring alone to self-monitoring with self-graphing. At least two of four participants showed moderate increases in on-task behavior when self-monitoring. Only two participants used self-graphing materials and neither showed additional increases in on-task behavior when self-graphing was used. Generalization across settings was not evident; however, treatment effects were maintained for five to seven weeks for two participants. End-of-study surveys indicated that participants and teachers found the self-monitoring intervention to be acceptable for general education settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01