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Technology Based Self-Monitoring for a Student with EBD to Improve Academic Engagement

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Author(s): Lane Maxcy (ORCID Lane Maxcy (ORCID 0000-0001-7581-0858); Denise A. Soares (ORCID Denise A. Soares (ORCID 0000-0001-5362-1407); Judith Harrison (ORCID Judith Harrison (ORCID 0000-0003-1530-6857)
Language:
English
Source:
Contemporary Educational Technology. 2025 17(2):563.
Publication Date:
2025
Document Type:
Journal Articles
Reports - Research

Additional Information
- Availability:
  Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
- Peer Reviewed:
  Y
- Source:
  14
- Education Level:
  Elementary Education
  Grade 4
  Intermediate Grades
- Subject Terms:
  Technology Uses in Education; Self Management; Emotional Disturbances; Behavior Disorders; Student Behavior; Computer Oriented Programs; Learner Engagement; Behavior Modification; Intervention; Metacognition; Progress Monitoring; Student Improvement; Elementary School Students; General Education; Grade 4; Validity; Scores; Program Effectiveness
- Abstract:
  The current study evaluated the effect of technology-based self-management on disruptive behavior and academic engagement (AE) with a student with an emotional and behavioral disorder. A multiple baseline design across three general education settings was used to assess the effectiveness of the intervention, self-management using the CellF-Monitoring app. The use of technology based self-management resulted in an increase in AE across all three academic settings. Furthermore, students and teachers rated CellF-Monitoring app as highly social valid.
- Abstract:
  As Provided
- Publication Date:
  2025
- Accession Number:
  EJ1470026

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