The use of technology-based self monitoring (SM) interventions is becoming more popular, increasing the likelihood that SM interventions will have greater contextual fit within classrooms. SM has resulted in increases in desired school behaviors, such as increases in on task behavior, academic performance, and task completion for students diagnosed with disabilities. The purpose of this study was to extend the findings from Clemons et al. and examine student and teacher use of a web based SM application, I-Connect, and reinforcement to increase on task behavior for elementary school students with or at risk for an emotional behavioral disorder using extended SM intervals. All three participants demonstrated significant increases in on task behavior with the use of the I-Connect application plus reinforcement intervention in the classroom.

中文翻译：

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使用 I-Connect 进行自我监控可增强患有情绪和行为障碍或有风险的学生的任务行为


基于技术的自我监控 (SM) 干预措施的使用变得越来越流行，这增加了 SM 干预措施在课堂上更契合情境的可能性。 SM 提高了理想的学校行为，例如被诊断为残疾的学生的任务行为、学习成绩和任务完成情况的提高。本研究的目的是扩展 Clemons 等人的研究结果。并检查学生和教师对基于网络的 SM 应用程序、I-Connect 的使用情况，以及使用延长 SM 间隔来增强患有情绪行为障碍或有情绪行为障碍风险的小学生的任务行为。所有三名参与者都表现出通过使用 I-Connect 应用程序以及课堂强化干预，任务行为显着增加。