Preferred Name
Cindy Steele May
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
5-5-2020
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
Advisor(s)
Sara Snyder
Amanda Wadsworth
Laura Desportes
Tiara Brown
Abstract
The goal of this study is to provide educators, schools systems, behavior analysts and families with a study through single case experimentation to determine if a technology based self-monitoring system is more efficient in increasing on-task behavior for students than a non-technology based self-monitoring system. The researcher will utilize both technology based and non-technology based self-monitoring systems with three middle school students who have an educational eligibility of either autism or an emotional disability. The researcher will collect interobserver agreement with the students as they self-monitor to ensure that each student is utilizing self-monitoring correctly. Both self-monitoring systems will be implemented utilizing an alternating treatment design to help determine a clear pattern of improvement in on-task behavior. The results from this study will allow for a variety of companies and school systems to gain access to data that supports the need for technology in learning environments for students with special needs.
Keywords: Self-monitoring, interobserver agreement, alternating treatment design, technology
Recommended Citation
Steele May, Cindy, "A comparison of technology based and non-technology based self-monitoring systems towards increasing on-task behavior in students with disabilities" (2020). Masters Theses, 2020-current. 59.
https://commons.lib.jmu.edu/masters202029/59
