Date of Degree
PhD (Doctor of Philosophy)
Teaching and Learning
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
In this study, I aimed to build on a line of research focused on using technology-based, self-management interventions for students experiencing behavioral difficulties in a classroom setting. I analyzed the effects of an iPad application (app) called SCORE IT (Bruhn, Goin, &Hasselbring, 2014) on the behavior of three 5th grade students with, or at risk of an emotional and behavioral disorder (EBD) who were exhibiting low rates of academic engagement in a general education environment. I also aspired to gain an in-depth understanding of a teacher’s perceptions of the feasibility and value of the intervention, SCORE IT.
This study was conducted using an embedded, experimental mixed methods design. Quantitative data using direct observation of student behavior was graphed and analyzed to determine if a functional relation existed between SCORE IT and student behavior (academic engagement). Qualitative data, consisting of teacher interviews and electronic journal entries, were merged with quantitative data from the Intervention Rating Profile 15 (IRP-15) and analyzed to assess the extent to which the teacher perceived the intervention to be practical and valuable. Overall, the SCORE IT intervention resulted in significant improvements in academic engagement and teacher perceptions of the feasibility and worth of the intervention were reported as highly favorable. Study limitations and future directions for research are discussed.
There were two primary objectives of this study, (1) to examine the extent to which an iPad, self-monitoring intervention, SCORE IT (Bruhn, Goin & Hasselbring, 2014), impacted the academic engagement of three, 5th grade students in a general education classroom, and (2) to comprehensively analyze the teacher perceptions of the usability and value of the intervention.
The extent to which the intervention altered the academic engagement of the student participants was determined by directly observing the change in academic engagement with the absence or presence of the intervention. In other words, when the student is using the intervention, does academic engagement improve?
To obtain an honest and rich analysis of how practical and valuable the teacher perceived SCORE IT, both quantitative and qualitative data were collected and examined. This data-set was comprised of interviews, electronic journal entries, and scores obtained from a teacher completed survey (IRP-15) designed to assess participant satisfaction of an intervention.
Overall, the SCORE IT intervention resulted in significant improvements in academic engagement and teacher perceptions of the feasibility and worth of the intervention were reported as highly favorable. Study limitations and future directions for research are discussed.
publicabstract, Behavior, Education, Mixed-Methods, Self-Monitoring, Technology
xii, 167 pages
Includes bibliographical references (pages 130-140).
Copyright 2015 Kari Lynn Vogelgesang