ABSTRACT

Self-monitoring of attention (SMA) promotes increased learning opportunities and greater independence for students but has been sparsely researched with high-school students. This study evaluated the effects of a self-monitoring strategy that included the use of a smartphone with a vibrating app to signal high-school students with high-incidence disabilities to self-monitor on-task behavior in general education classrooms. A multiple-treatment research design was used to evaluate potential effects of this self-monitoring strategy on on-task behavior and then compare the effects of self-monitoring alone to self-monitoring with self-graphing. At least two of four participants showed moderate increases in on-task behavior when self-monitoring. Only two participants used self-graphing materials and neither showed additional increases in on-task behavior when self-graphing was used. Generalization across settings was not evident; however, treatment effects were maintained for five to seven weeks for two participants. End-of-study surveys indicated that participants and teachers found the self-monitoring intervention to be acceptable for general education settings.

摘要

注意力自我监控 (SMA) 可以增加学生的学习机会和更大的独立性，但对高中生的研究很少。本研究评估了自我监控策略的效果，该策略包括使用带有振动应用程序的智能手机向高发残疾高中生发出信号，让他们在普通教育课堂上自我监控任务行为。使用多重治疗研究设计来评估这种自我监控策略对任务行为的潜在影响，然后将单独的自我监控与使用自我绘图的自我监控的效果进行比较。四名参与者中至少有两名在自我监控时表现出任务行为的适度增加。只有两名参与者使用了自绘材料，并且在使用自绘时都没有表现出额外的任务行为增加。跨环境的概括并不明显；然而，两名参与者的治疗效果维持了五到七周。研究结束调查表明，参与者和教师发现自我监控干预对于普通教育环境是可以接受的。