Using Goal Setting with Self-Monitoring Technology to Increase On-Task Performance in Students with Attention Difficulties

Students with Attention Deficit Hyperactivity Disorder (ADHD) have difficulty maintaining their focus during class lessons and often require reminder prompts from an adult including a teacher or instructional assistant. This study used goal setting paired with a technology-based application and Smartwatch to explore increases in elementary student on-task time during math class. The study sought to answer the question if a functional relationship existed between goal setting with the use of the Smartwatch to self-monitor and an increase in on-task time during math lessons. Secondary questions focused on determining if a functional relationship existed between self-monitoring and an increase on class assessment scores and an effect on student and teacher perceptions of attention concerns and pro-social behaviors. A feedback loop for self-regulating behavior including identifying a need, setting a goal, self-monitoring towards that goal, and then self-reflecting on their progress and performance was implemented within the intervention. The study's design was a single case, A-B-A-B withdrawal design used with 6th grade elementary age students (n = 4) with ADHD or attentional concerns. The students self-monitored with Smartwatches along with the Strides application during their math class in the general education classroom in a team-taught environment. The study evaluated the effect of goal setting with a self-monitoring application using Smartwatches had on 6th grade students' on-task time during math class. The study also evaluated the effect of goal setting with a self-monitoring application using Smartwatches on 6th grade students' performance in accurately solving mathematical problems following a class focus lesson. Finally, the study evaluated the effect of the self-monitoring strategy on student classroom, emotional, and social behaviors during the math focus lessons. Data gathered included responses on emotional and social behavior scales, observational data regarding on-task time, and end of lesson math assessments. Data was analyzed using visual analysis regarding the six single case design features of mean, standard deviation, variability, trend, immediacy of effect, and percentage of data exceeding the mean for both the on-task time percentages and the score on the mathematics assessments. Mean scores of on-task times along with level and trend were analyzed within each phase and across phases. The results demonstrated a functional relationship between the use of the self-monitoring technology and on-task time during math classes. The students all met the pre-established goals for increased on-task time during the self-monitoring phase. The responses from both students and the teachers also indicated that the intervention led to improvement on the students' classroom social and emotional behaviors. The study did not establish a relationship between increases in on-task time and performance on daily math assessments. Implications for practice include using Smartwatches to increase student on-task time within the general education classroom without additional adult support. Using this technology can aid the development of independent self-awareness skills of attention. Additional research is needed to further explore the effect of self-monitoring on student achievement scores. Longer intervention times should be conducted to determine if the effects of using the self-monitoring technology are maintained and generalized across academic lesson units. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]