Increasing Self-Monitoring Effectiveness Using Heart Rate Zone Notifications and The Zones of Regulation
Year: 2019
Type: article
Study design: Clinical Trial
Abstract: Schools often provide emotion-regulation intervention support prior to or after behavior incidents occur.However, there is a lack of research on school-based interventions used in-vivo during pre-curser behaviors (e.g., off-task behavior and increased heart rate) to decrease the likelihood of more severe problem behavior.This study used an A-B-A-B-BC-B-BC multiple treatment reversal design to analyze the effectiveness of self-monitoring behavior and physiology in addition to several emotion-regulation lessons from the Zones of Regulation® curriculum.Interval time sampling recording was used to track students' on-task, non-disruptive off-task, and disruptive off-task behaviors.After a baseline phase, portions of the Zones of Regulation® curriculum were taught to help students learn how to identify, categorize, and regulate their emotions.In the first intervention phase, students self-monitored their behavior and physiology (i.e., heart rate).In the second intervention phase, students participated in the same self-monitoring intervention while wearing a heart rate monitor smartwatch set to vibrate when their heart rate rose above average resting rate.Findings suggest self-monitoring classroom behavior and self-monitoring heart rate helped students increase on-task behavior and reduce offtask behaviors, and the addition of smartwatch heart rate notifications had little influence on student behavior.expertise.To Dr. Newman and Dr. Hawkins,
Author: Jones, Jamie
Institution: University of Cincinnati
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
Funder: University of Cincinnati
OpenAlex ID: W7038425086