Students with challenging behavior, including those with or at risk for emotional and behavioral disorders, demonstrate emotional, social, academic and behavioral problems that need support within and outside of school. To this end, self-monitoring has been identified through the literature as a promising approach for remediating challenging behaviors like off-task behaviors, disruptive behavior, and non-academic engagement. Although reinforcement is often included as a component of self-monitoring interventions, the literature is unclear whether reinforcement is necessary. Thus, in this study, a single subject research design ABCBC multi-treatment design was used to investigate the effects of a technology-based self-monitoring intervention with and without reinforcement for two elementary students with behavioral problems. Overall, students benefitted from the intervention, but reinforcement did not result in differential effects. Limitations and implications for further research is streamlined.
| Identifer | oai:union.ndltd.org:uiowa.edu/oai:ir.uiowa.edu:etd-7916 |
| Date | 01 August 2018 |
| Creators | Fernando, Josephine Fatima Ajanta |
| Contributors | Bruhn, Allison Leigh |
| Publisher | University of Iowa |
| Source Sets | University of Iowa |
| Language | English |
| Detected Language | English |
| Type | dissertation |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | Copyright © 2018 Josephine Fatima Ajanta Fernando |
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