Improving the Social Behavior of High School Students with Behavioral Challenges Through Self-Management Technology
Year: 2017
Type: dissertation
Abstract: Students with Emotional and Behavioral Disorders (EBD) struggle with social behaviors (Bradley, Henderson, & Monfore, 2004) such as distractibility and impulsivity (Wagner et al., 2004). Self-management strategies have been used effectively to increase on-task behavior and decrease off-task or inappropriate behavior of students with EBD (Briesch & Chafouleas, 2009a). Additionally, self-management applications for the Apple iPad have led to improvements in the social behavior of students with challenging behavior (Bruhn, Vogelgesang, Fernando., & Lugo, 2016; Bruhn, Vogelgesang, Schabilion, Waller, & Fernando, 2015b; Vogelgesang, Bruhn, Coghill-Behrends, Kern, & Thoughton, 2016). However, a gap in the literature in the use of self-management applications for High School students with EBD exists.\nThe results of this single subject withdrawal study demonstrated a functional relation between the introduction of a self-management application SCORE-IT (Bruhn, Goin, & Hasselbring, 2015a) for the Apple iPad with self-reinforcement for students with EBD on their on-task behavior. Two male high school students, one freshman and one senior, participated in the study. Study results and effect size calculations support a strong functional relation for one student. Although descriptive data indicate promising outcomes for the other student, he was unable to complete participation in the study.
Author: Kathryn Dooley
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2782022886