A mixed methods study of a technology-based self-monitoring intervention

• Main Author: Vogelgesang, Kari Lynn
• Other Authors: Bruhn, Allison Leigh
• Format: Others
• Language: English
• Published: University of Iowa 2015
• Subjects: publicabstract; Behavior; Education; Mixed-Methods; Self-Monitoring; Technology; Teacher Education and Professional Development
• Online Access: https://ir.uiowa.edu/etd/1925; https://ir.uiowa.edu/cgi/viewcontent.cgi?article=5981&context=etd

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.