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Adding to the Evidence Base: Effects of I-Connect in a Secondary Special Education Rural Classroom
- Source :
-
Journal of Special Education Technology . 2024 39(3):390-402. - Publication Year :
- 2024
-
Abstract
- The purpose of this study was to examine the effects of a technology-based self-monitoring application, I-Connect, to enhance the on-task behavior of five secondary students (ages 15-16) with autism spectrum disorder, intellectual disability, and specific learning disability during Biology instruction in a rural special education classroom. We used an A-B-A-B withdrawal design with a generalization condition. The primary dependent variable was percent of intervals with on-task behavior as measured by momentary time sampling procedures. Results indicated overall higher levels of on-task behavior for all students when using I-Connect to monitor their behavior. However, there were also high percentages of overlapping data, and student satisfaction with the application was relatively low. Students used I-Connect in an employability seminar offered at their school as a means to generalize to a different setting. We provide implications for practice in rural settings and suggestions for future research related to I-Connect. We also provide recommendations for enhancing the social validity of technology-based self-monitoring for secondary students with disabilities.
Details
- Language :
- English
- ISSN :
- 0162-6434 and 2381-3121
- Volume :
- 39
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Journal of Special Education Technology
- Publication Type :
- Academic Journal
- Accession number :
- EJ1434032
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1177/01626434241236714