Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions

2020 ◽  
pp. 109830072094665
Author(s):  
Allison Bruhn ◽  
Allison Gilmour ◽  
Ashley Rila ◽  
Alyssa Van Camp ◽  
Amanda Sheaffer ◽  
...  
Keyword(s):  
Case Studies ◽  
Disruptive Behavior ◽  
Challenging Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Single Case ◽  
Future Directions ◽  
Self Monitoring ◽  
Dependent Variables ◽  
Participant Characteristics

Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant characteristics moderated response to self-monitoring interventions. We included 66 single-case studies on academic engagement and 21 single-case studies on disruptive behavior. These studies included 290 participants with challenging behavior, 183 of whom had a disability. After extracting raw data from original studies, we analyzed data using multilevel modeling for each dependent variable (i.e., academic engagement, disruptive behavior). Across both dependent variables, student age and educational setting impacted treatment effects, as did the inclusion of goal-setting, feedback, and reinforcement. Based on our findings, we describe implications related to designing self-monitoring interventions. We also discuss limitations and future directions.

Brief Report: A Preliminary Investigation of a Mindful Breathing Intervention to Increase Academic Engagement in an Alternative Educational Setting

2017 ◽  
Vol 43 (4) ◽  
pp. 436-443 ◽  
Author(s):  
Marlena L. Minkos ◽  
Sandra M. Chafouleas ◽  
Melissa A. Bray ◽  
Tamika P. LaSalle
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Preliminary Investigation ◽  
Educational Setting ◽  
Baseline Phase ◽  
Dependent Variables ◽  
Systematic Direct Observation ◽  
Direct Behavior Rating ◽  
Teachers And Students

The current study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties attending an alternative educational setting. Academic engagement served as the primary dependent variable, with disruptive behavior, feasibility, and acceptability serving as secondary dependent variables. Four students entered the baseline phase; however, only two students entered the intervention phase. Results indicated that participants displayed increases in academic engagement as measured by both direct behavior rating and systematic direct observation that were maintained at 6-week follow-up. Decreases in disruptive behavior were also observed. Because the effects were not replicated three times, changes cannot be directly attributed to the intervention. In addition, teachers and students perceived the intervention to be both feasible and acceptable. Implications of the findings are discussed.

The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement

2020 ◽  
pp. 109830072092968
Author(s):  
Lauren M. LeJeune ◽  
Christopher J. Lemons
Keyword(s):  
Challenging Behavior ◽  
Academic Engagement ◽  
Single Case ◽  
Challenging Behaviors ◽  
Performance Assessments ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Alternating Treatments Design ◽  
Computer Based ◽  
Assisted Instruction

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.

scholarly journals Preregistration in Single-Case Design Research

2019 ◽  
Vol 86 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Austin H. Johnson ◽  
Bryan G. Cook
Keyword(s):  
Design Research ◽  
Single Case ◽  
Single Case Design ◽  
Descriptive Information ◽  
Dependent Variables ◽  
Information Research ◽  
Research Questions ◽  
Participant Characteristics ◽  
Case Design ◽  
Research Studies

To draw informed conclusions from research studies, research consumers need full and accurate descriptions of study methods and procedures. Preregistration has been proposed as a means to clarify reporting of research methods and procedures, with the goal of reducing bias in research. However, preregistration has been applied primarily to research studies utilizing group designs. In this article, we discuss general issues in preregistration and consider the use of preregistration in single-case design research, particularly as it relates to differing applications of this methodology. We then provide a rationale and make specific recommendations for preregistering single-case design research, including guidelines for preregistering basic descriptive information, research questions, participant characteristics, baseline conditions, independent and dependent variables, hypotheses, and phase-change decisions.

Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities

2021 ◽  
pp. 106342662110514
Author(s):  
Sara Estrapala ◽  
Allison Leigh Bruhn ◽  
Ashley Rila
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
General Education ◽  
Academic Engagement ◽  
Single Case ◽  
Self Regulation ◽  
School Students ◽  
Self Monitoring ◽  
Multiple Probe

High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies’ goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample included three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relations were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.

A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update

2017 ◽  
Vol 38 (6) ◽  
pp. 353-370 ◽  
Author(s):  
Daniel M. Maggin ◽  
James E. Pustejovsky ◽  
Austin H. Johnson
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Systematic Reviews ◽  
Challenging Behavior ◽  
Student Behavior ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Group Contingency ◽  
Group Contingencies

Group contingencies are recognized as a potent intervention for addressing challenging student behavior in the classroom, with research reviews supporting the use of this intervention platform going back more than four decades. Over this time period, the field of education has increasingly emphasized the role of research evidence for informing practice, as reflected in the increased use of systematic reviews and meta-analyses. In the current article, we continue this trend by applying recently developed between-case effect size measures and transparent visual analysis procedures to synthesize an up-to-date set of group contingency studies that used single-case designs. Results corroborated recent systematic reviews by indicating that group contingencies are generally effective—particularly for addressing challenging behavior in general education classrooms. However, our review highlights the need for more research on students with disabilities and the need to collect and report information about participants’ functional level.

A Positive Version of the Good Behavior Game in a Self-Contained Classroom for EBD: Effects on Individual Student Behavior

2021 ◽  
pp. 019874292110611
Author(s):  
Tara C. Moore ◽  
Jason R. Gordon ◽  
Angela Williams ◽  
Jessica F. Eshbaugh
Keyword(s):  
Student Perceptions ◽  
Disruptive Behavior ◽  
Academic Engagement ◽  
Student Behavior ◽  
Good Behavior Game ◽  
Individual Student ◽  
The Third ◽  
Teacher And Student Perceptions ◽  
Withdrawal Design ◽  
Increasing Trends

A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three students when the GBG was implemented which was generally replicated in the second intervention phase for academic engagement. Tau- U effect sizes ranged from .76 to .95 indicating large and very large effects for both behaviors for two students and academic engagement for the third student, but Tau- U for the third student’s disruptive behavior was .32 (considered not effective). Two students exhibited slight decreasing trends in academic engagement behavior and increasing trends in disruptive behavior near the end of intervention phases. A preliminary within-session analysis also suggested students’ behavior was generally better in intervention phases both during and not during the GBG when compared with their baseline levels of behavior. Social validity information suggested generally positive teacher and student perceptions about the GBG initially, with less positive student perceptions 10 weeks following the conclusion of the study. The teacher reported implementing the GBG 5 times over the 10 weeks following the conclusion of the study.

A Comparison of Teacher and Student Ratings in a Self-Monitoring Intervention

2020 ◽  
pp. 153450842094423
Author(s):  
Allison Bruhn ◽  
Sheila Barron ◽  
Bailey Copeland ◽  
Sara Estrapala ◽  
Ashley Rila ◽  
...  
Keyword(s):  
Strong Correlation ◽  
Challenging Behavior ◽  
Teacher Ratings ◽  
Student Ratings ◽  
Contingent Reinforcement ◽  
Future Directions ◽  
Self Monitoring ◽  
Teacher Student ◽  
Teachers And Students ◽  
The Relationship

Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring procedures, providing feedback, and delivering contingent reinforcement to students when they monitor accurately. However, within self-monitoring interventions, the degree to which teachers and students agree in their assessment of students’ behavior is unknown. In this study, a self-monitoring intervention in which both teachers and students rated the students’ behavior, we analyzed 249 fixed interval ratings of behavior from 19 student/teacher pairs to determine the relationship between ratings within and across teacher/student pairs. We found a strong correlation overall ( r =.91), although variability existed within individual pairs and student ratings tended to be higher than teacher ratings. We discuss implications for practice, limitations, and future directions.

Participant Characteristics in Research on Interventions for Young Children With Challenging Behavior: A Systematic Review

2019 ◽  
Vol 40 (2) ◽  
pp. 110-123
Author(s):  
Elizabeth A. Steed ◽  
Tessa A. Kranski
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Challenging Behavior ◽  
Culturally Responsive ◽  
Single Case ◽  
Home Based ◽  
Single Case Research ◽  
Race Ethnicity ◽  
Participant Characteristics ◽  
Research Standards

Intervention studies to reduce challenging behavior in young children below the age of 6 were reviewed for participant characteristics, including gender, race/ethnicity, disability, socioeconomic status, and language to evaluate the frequency of reporting and diversity of participant characteristics in this area of research. Interventions conducted in school, preschool, and home-based settings were included; 53 articles were reviewed. In these articles utilizing single case research or group designs ( n = 2,262 participants), most articles reported gender and disability. Slightly fewer than half of the studies reported participants’ race/ethnicity. Socioeconomic status and language were infrequently reported. Analyses of participant characteristics in studies that reported children’s gender and race/ethnicity found that boys and Black and Latino children were overrepresented. Implications are discussed, including the field’s use of research standards regarding the reporting of participant characteristics, suggestions for inclusive recruitment and retention strategies, and the importance of identifying culturally responsive interventions for challenging behavior.

scholarly journals The Effects of CellF-Monitoring on Students’ Academic Engagement: A Technology-Based Self-Monitoring Intervention

2018 ◽  
Vol 21 (1) ◽  
pp. 42-49 ◽  
Author(s):  
Alyssa A. Schardt ◽  
Faith G. Miller ◽  
Peña L. Bedesem
Keyword(s):  
Academic Engagement ◽  
Single Case ◽  
Single Case Design ◽  
Work Time ◽  
Self Monitoring ◽  
Positive Effects ◽  
Direct Observations ◽  
Task Behavior ◽  
On Task Behavior ◽  
Independent Work

Students who are not academically engaged spend less time mastering material, are less likely to be successful in school, and are more likely to be disruptive. The purpose of the current brief report was to investigate the effects of a technology-based self-monitoring intervention on elementary students’ academic engagement during independent work time. The intervention, CellF-Monitor, is an iPad application that allows individuals to self-rate their on-task behavior. In this multiple-baseline, single-case-design study, four nominated students used the CellF-Monitor during independent work time in their regular education classrooms. Systematic direct observations, self-ratings, and teachers’ Direct Behavior Ratings of academically engaged and on-task behaviors were collected to measure students’ behavioral changes from baseline to the intervention and reinforcement phases. Visual analyses illustrated positive effects of the CellF-Monitor on academic engagement and on-task behavior, and findings were augmented by effect size estimates.

Measuring Academic Output During the Good Behavior Game: A Single Case Design Study

2019 ◽  
Vol 22 (4) ◽  
pp. 246-258
Author(s):  
Lindsay M. Fallon ◽  
Amanda M. Marcotte ◽  
John M. Ferron
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Classroom Behavior ◽  
Single Case ◽  
Good Behavior Game ◽  
Single Case Design ◽  
Modest Improvement ◽  
Practice Time ◽  
The Impact ◽  
Writing Practice

The impact of the Good Behavior Game (GBG) on students’ classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students’ academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students’ writing output while playing the GBG versus when the game is not played. The purpose of the current study was to systematically introduce the GBG during writing practice time in a Grade 1 and Grade 2 classroom, and observe any changes to all students’ academic engagement, disruptive behavior, as well as target students’ writing output using WE-CBM. Results indicated large increases in all students’ academic engagement and decreases in disruptive behavior when the GBG was played. For writing output, target students demonstrated modest improvement in the amount of words written and accuracy of writing when the game was played, especially students identified as having emerging writing skills. Future studies might continue to empirically explore the connection between behavioral intervention and academic output by replicating study procedures in different contexts and/or with alternative WE-CBM indices.

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