Graduation Year


Document Type




Degree Name

Master of Science (M.S.)

Degree Granting Department

Child and Family Studies

Major Professor

Kwang-Sun Cho Blair, Ph.D., BCBA-D

Committee Member

Catia Cividini-Motta, Ph.D., BCBA-D

Committee Member

Kimberly Crosland, Ph.D., BCBA-D


behavior, classroom intervention, inclusion, self-management, technology


This study evaluated the use of a technology-based self-monitoring intervention augmented with differential reinforcement and focused on self-monitoring of performance to increase task completion and reduce off-task behavior in students with disabilities. Three students with disabilities served in an inclusive 5th-grade general education classroom participated in the study. A concurrent multiple baseline design across participants with an ABC sequence was used to evaluate the intervention outcomes. A general education teacher of the participating students implemented the intervention that involved student training on self-monitoring of performance (SMP) using an app and delivery of reinforcement contingent on task completion and accuracy of self-monitoring during the session. The results of the study showed that the technology-based SMP with reinforcement was effective in increasing task completion and reducing off-task behavior for all three students. Fading of the reinforcement was successful when a 45-min delay to reinforcement was implemented for each student to access the backup reinforcer at the end of the instructional period. The efficiency and immediacy of the intervention suggest that the technology-based SMP with reinforcement may be a practical, efficient, and effective classroom intervention. Moreover, the intervention may be contextually fit for inclusive general education classroom settings because teachers do not have to collect data on student behavior, modify existing classroom management strategies, or prepare additional materials to implement in the classroom.