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Self-Monitoring To Increase On-Task Behavior Using The Motivaider®, Connie Summey
Self-Monitoring To Increase On-Task Behavior Using The Motivaider®, Connie Summey
Electronic Theses and Dissertations
Teachers often need simple ways to implement effective classroom interventions that reduce off-task behaviors for students with or without ADHD (Gaastra, Groen, Tucha, & Tucha, 2016). One intervention that is easy to use and can be implemented with minimal demand on teachers is self-monitoring (Amato-Zech, Hoff, & Doepke, 2006). One prompt that can be used in the classroom for self-monitoring is the MotivAider. The MotivAider is an electronic timer that vibrates to provide a tactile prompt to self-monitor (Amato-Zech et al., 2006). The purpose of this study was to examine the extent to which the MotivAider, a tactile self-monitoring device, …
Effects Of The Motivaider And Self-Monitoring To Increase On-Task Behavior For Students With Attention Deficit Hyperactivity Disorder, Naif Almutairi
Effects Of The Motivaider And Self-Monitoring To Increase On-Task Behavior For Students With Attention Deficit Hyperactivity Disorder, Naif Almutairi
Electronic Theses and Dissertations
The following study compared the use of the MotivAider as a self-monitoring tactile device between an elementary age student with ADHD and his teacher to increase ontask behavior. The design of this study was an alternating treatments design, which helped to determine the more effective condition. The results of this study indicated that the use of the MotivAider by the student was more effective than the use of the device by the teacher.
Effects Of Functional Communication Training And Self-Monitoring With Programmed Generalization For Three Students With Or At-Risk For Emotional Behavioral Disorders., Jonathan L. Burt
Electronic Theses and Dissertations
The use of functional assessment based interventions to address the problem behavior of students with emotional/behavioral disorders (EBD) is supported by an emerging evidence base. Few studies, however, have assessed the generality (i.e., the transfer of behavior change across settings, behavior, or students) of function-based interventions for this population. This study employed a multiple baseline across students design to evaluate setting generalization of functional communication training (FCT) with self-monitoring for three students with or at-risk for EBD. FCT yielded significant reductions in problem behavior and increased rates of appropriate attention recruitment (i.e., hand-raising) for all three participants in isolation. However, …