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The following study compared the use of the MotivAider as a self-monitoring tactile device between an elementary age student with ADHD and his teacher to increase ontask behavior. The design of this study was an alternating treatments design, which helped to determine the more effective condition. The results of this study indicated that the use of the MotivAider by the student was more effective than the use of the device by the teacher.

Staff management research in group home settings has involved direct observation of staff performance during pre-treatment and treatment conditions. Collecting accurate research data is crucial to analyze treatment effects; however, reactivity to being observed has been cited as a limitation in several studies. The current study evaluated the use of a tactile prompt, self-monitoring, and feedback to increase positive interaction in a group home setting. Direct support professional staff were trained on the purpose and use of the MotivAider which provided tactile prompts to remind them to engage in positive client interaction. Reactivity was assessed by having a confederate observe staff positive interaction when the supervisor was present and when the supervisor was absent. The effects of supervisor presence were evaluated using an alternating treatment within a multiple baseline across participants' research design. Results showed that 2 of 4 participants increased positive interactions only when a supervisor was present and 2 other participants increased positive interaction only after receiving feedback.

Teachers often need simple ways to implement effective classroom interventions that reduce off-task behaviors for students with or without ADHD (Gaastra, Groen, Tucha, & Tucha, 2016). One intervention that is easy to use and can be implemented with minimal demand on teachers is self-monitoring (Amato-Zech, Hoff, & Doepke, 2006). One prompt that can be used in the classroom for self-monitoring is the MotivAider. The MotivAider is an electronic timer that vibrates to provide a tactile prompt to self-monitor (Amato-Zech et al., 2006). The purpose of this study was to examine the extent to which the MotivAider, a tactile self-monitoring device, could be used to increase on-task behavior of students identified with ADHD and/or behavior disorders. Results from this study indicated that overall the student use of the MotivAider resulted in higher amounts of time on task than teacher use.

This study investigated the impact of a brief teacher training combined with use of a MotivAider that sought to simultaneously manipulate rate of opportunity to respond and positive feedback on students’ on-task behavior during a classroom activity. The goal of the training was to increase the percentage of time the learner stayed on task during the class activity. Three elementary teacher-student dyads took part in this study. An A-B-A-B withdrawal design was employed to evaluate the function of relation between independent and dependent variables. Results showed low effectiveness of brief training and MotivAider as a strategy of increasing teachers providing the opportunity to respond, positive performance feedback, and student on-task behavior. Although changes in teacher behavior were observed, a functional relation was not established. There were several limitations identified in this study related to data collection process, IOA results, and beginning baseline and intervention phases. Suggestions for future research are provided.