Literaturnachweis - Detailanzeige
| Autor/inn/en | Scheibel, Gretchen; Zimmerman, Kathleen N.; Wills, Howard P. |
|---|---|
| Titel | Increasing On-Task Behavior Using Technology-Based Self-Monitoring: A Meta-Analysis of I-Connect |
| Quelle | In: Journal of Special Education Technology, 38 (2023) 2, S.146-160 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Scheibel, Gretchen) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/01626434221085554 |
| Schlagwörter | Time on Task; Self Management; Educational Technology; Student Behavior; Behavior Modification; Program Effectiveness; Students with Disabilities; At Risk Students; Elementary Secondary Education; Technology Uses in Education; Special Education; Autism Spectrum Disorders; Attention Deficit Hyperactivity Disorder Zeitaufwand; Selbstmanagement; Unterrichtsmedien; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Autism; Autismus |
| Abstract | Self-monitoring is a promising evidence-based intervention for students who benefit from supplemental supports to stay on-task during academic periods. I-Connect, a technology-based self-monitoring intervention with a substantial body of research, allows students to discretely recognize and record their behavior on a mobile or desktop app at scheduled intervals, to improve positive behavior and increase inclusion opportunities. This meta-analytic review examined the effect of I-Connect on the on-task behavior of students with or at risk for disabilities to determine the omnibus effect of using I-Connect across students and intervention packages. Students received 20-45 minutes of training before using I-Connect and most students monitored their on-task behavior every 30-seconds during 10-minute monitoring sessions. Under these conditions, I-Connect was found to demonstrate strong functional relations, an abrupt increase in on-task behavior and consistently positive parametric effects across all 14 elementary and secondary students receiving special education. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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