A Preliminary Evaluation of a Digital Token Economy to Increase Student Engagement during Group Teletherapy

Autor/inn/en	King, Hunter; Miller-Johnson, Katerra; McCulla, Keely; Fischer, Aaron J.; Wu, Shengtian; Miller, Mikey
Titel	A Preliminary Evaluation of a Digital Token Economy to Increase Student Engagement during Group Teletherapy
Quelle	In: International Journal of Technology in Education, 4 (2021) 4, S.729-751 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (King, Hunter) ORCID (Miller-Johnson, Katerra) ORCID (McCulla, Keely) ORCID (Fischer, Aaron J.) ORCID (Wu, Shengtian) ORCID (Miller, Mikey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2689-2758
Schlagwörter	COVID-19; Pandemics; School Closing; Group Therapy; Telecommunications; Elementary School Students; Emotional Problems; Behavior Problems; Program Effectiveness; Attendance; Student Participation; Social Emotional Learning; Students with Disabilities; Student Behavior; Behavior Modification + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Telekommunikationstechnik; Anwesenheit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung
Abstract	Shortly following the temporary nationwide school dismissal amid COVID-19, the current exploratory case-study evaluated the feasibility of two engagement strategies delivered during group teletherapy: Class Dojo and opportunities to respond (OTR). Three elementary students with emotional and behavioral difficulties participated. An A-B-A design was used to evaluate the effects of Class Dojo on student engagement with therapist-delivered OTRs. Due to one student's poor response to the contingency, an A-B-C design was used to evaluate the additive effect of student-delivered OTRs on his engagement. Results indicated moderate to high rates of student attendance, and consistently high rates of engagement for two students. When students delivered OTRs, the student who initially struggled to engage demonstrated an increase in engagement. Practical issues are discussed and recommendations are considered for future research on increasing student engagement during online settings. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01