Work

A Case Study Analysis of Intervention Decisions Made by High School Special Education Teachers Within the Context of Technology-Based Self-Monitoring

Year: 2026

Type: article

Abstract: The purpose of this descriptive case study was to evaluate the extent to which high school special education teachers could implement a technology-based self-monitoring intervention, I-Connect, after completing a brief, asynchronous online training. Participants included three high school special education teachers and four students receiving special education who implemented I-Connect in their classrooms across 3 school weeks with minimal researcher involvement. Data were collected on completion of training materials, intervention design decisions, ongoing data-based individualization, social validity, and teacher perceptions of student behavior. Analysis included evaluating adherence to training materials and research-based recommendations for self-monitoring intervention design, data-based individualization, and changes in social validity from pre- to post-intervention. Limitations, directions for future research, and implications for practice are discussed.

Source: Behavioral Disorders

DOI: 10.1177/01987429261418714

Authors: Sara Estrapala, Gretchen Scheibel, Lindsey Mirielli, Howard Wills

Institutions: University of Missouri, University of Kansas

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,650