Evaluating Technology-Based Self-Monitoring as a Tier 2 Intervention across Middle School Settings

Autor/inn/en	Bruhn, Allison Leigh; Woods-Groves, Suzanne; Fernando, Josephine; Choi, Taehoon; Troughton, Leonard
Titel	Evaluating Technology-Based Self-Monitoring as a Tier 2 Intervention across Middle School Settings
Quelle	In: Behavioral Disorders, 42 (2017) 3, S.119-131 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Behavior Problems; Positive Behavior Supports; Intervention; Prevention; Learner Engagement; Behavior Modification; Middle School Students; At Risk Students; Program Effectiveness; Grade 6; Grade 8; Grade 7; Rural Areas; Child Behavior; Screening Tests; Questionnaires; Rating Scales; Self Control; Observation; Pretests Posttests; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Behaviour modification; Verhaltensänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Rural area; Ländlicher Raum; Screening-Verfahren; Fragebogen; Rating-Skala; Selbstbeherrschung; Beobachtung
Abstract	Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as at risk for failure and needing immediate intervention. Results of the multiple baseline design across settings indicated the intervention was highly effective for one student and moderately effective for another. The third student required more intense support than offered in Tier 2. Issues of matching students to Tier 2 intervention based on multiple data sources, the alignment of technology-based self-monitoring with key features of Tier 2, limitations of the study, recommendations for future research, and implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01