The Impact of Self-Monitoring using I-Connect for Increasing On-Task Behavior for Students with or at risk of an Emotional Behavioral Disorder
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Kimberly Crosland, Ph.D., BCBA-D
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Rose Iovanonne, Ph.D., BCBA-D
school-based interventions, problem behavior reduction, elementary school students
The use of technology-based self-monitoring interventions is becoming more popular, increasing the likelihood that self-monitoring interventions will have greater contextual fit within classrooms. Self-monitoring has resulted in increases in desired school behaviors, such as increases in on-task behavior, academic performance and task completion, for students diagnosed with disabilities. The purpose of this study was to extend the findings from Clemons et al. (2016) and examine student and teacher use of a web-based self-monitoring application, I-Connect, and reinforcement to increase on-task behavior for upper-level elementary school students with or at risk for an emotional behavioral disorder (EBD) using extended self-monitoring intervals. Significant increases in on-task behavior as a result of the I-Connect plus reinforcement intervention in the classroom were demonstrated for all three participants.
Scholar Commons Citation
Del Vecchio, Marissa Lenae, "The Impact of Self-Monitoring using I-Connect for Increasing On-Task Behavior for Students with or at risk of an Emotional Behavioral Disorder" (2022). USF Tampa Graduate Theses and Dissertations.