DOI

10.17077/etd.zk6r9uac

Document Type

Dissertation

Date of Degree

Summer 2018

Access Restrictions

Access restricted until 08/31/2020

Degree Name

PhD (Doctor of Philosophy)

Degree In

Teaching and Learning

First Advisor

Bruhn, Allison L.

First Committee Member

Woods-Groves, Suzanne

Second Committee Member

Datchuk, Shawn

Third Committee Member

Ries, Pam

Fourth Committee Member

Achrazoglou, John

Fifth Committee Member

Reed, Deborah

Abstract

Students with challenging behavior, including those with or at risk for emotional and behavioral disorders, demonstrate emotional, social, academic and behavioral problems that need support within and outside of school. To this end, self-monitoring has been identified through the literature as a promising approach for remediating challenging behaviors like off-task behaviors, disruptive behavior, and non-academic engagement. Although reinforcement is often included as a component of self-monitoring interventions, the literature is unclear whether reinforcement is necessary. Thus, in this study, a single subject research design ABCBC multi-treatment design was used to investigate the effects of a technology-based self-monitoring intervention with and without reinforcement for two elementary students with behavioral problems. Overall, students benefitted from the intervention, but reinforcement did not result in differential effects. Limitations and implications for further research is streamlined.

Keywords

Emotional and Behavioral Disorders, PBIS, Reinforcement, Special Education, Self-monitoring, Teaching and Learning

Pages

xi, 131 pages

Bibliography

Includes bibliographical references (pages 99-117).

Copyright

Copyright © 2018 Josephine Fatima Ajanta Fernando

Available for download on Monday, August 31, 2020

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