A Single-Subject Study of a Technology-Based Self-Monitoring Intervention

• Published in: Journal of behavioral education Vol. 25; no. 4; pp. 478 - 497
• Main Authors: Vogelgesang, Kari L., Bruhn, Allison L., Coghill-Behrends, William L., Kern, Amanda M., Troughton, Leonard C. W.
• Format: Journal Article
• Language: English
• Published: New York Springer 01.12.2016; Springer US; Springer Nature B.V
• Subjects: Academic Achievement; Adaptive technology; Attention Deficit Hyperactivity Disorder; Autism; Behavior Disorders; Behavior modification; Behavior Problems; Behavioral Science and Psychology; Care and treatment; Case Studies; Child and School Psychology; Childhood self control; Cognitive Processes; Computer Oriented Programs; Elementary School Students; Elementary Secondary Education; Feasibility Studies; Grade 5; Handheld Devices; High School Students; Intervention; Language Impairments; Learner Engagement; Learning and Instruction; Literature Reviews; Middle School Students; Middle Schools; Original Paper; Outcomes of Treatment; Progress Monitoring; Psychology; Researchers; Self control; Self Evaluation (Individuals); Self Management; Software; Student Development; Student Reaction; Teacher Leadership; Technology application; Technology Uses in Education; United States; ADHD; Technology-based interventions; Teacher perceptions; Self-regulation
• DOI: 10.1007/s10864-016-9253-4
• ISSN: 1053-0819

Students with ADHD often struggle with self-regulation skills. One strategy demonstrating considerable success in helping these students regulate their behavior is self-monitoring. Although there is an abundance of research on self-monitoring, research on the use of technology for self-monitoring is only beginning to emerge. The primary goal of this single-subject study was to examine the effects of an iPad application (SCORE IT) for self-monitoring on the behavior of three fifth-grade students with or at risk for ADHD who were exhibiting low rates of academic engagement in a general education environment. A secondary goal was to gain an in-depth understanding of the teacher's perceptions of the feasibility and value of the intervention. Overall, the SCORE IT intervention resulted in substantial improvements in academic engagement, and teacher perceptions of the feasibility and worth of the intervention were reported as highly favorable. Limitations and future directions for research are discussed.