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Technology based self-monitoring for a student with EBD to improve academic engagement

Wedi'i Gadw mewn:
Cyhoeddwyd yn:Contemporary Educational Technology vol. 17, no. 2 (Apr 2025), p. ep563
Prif Awdur: Maxcy, Lane
Awduron Eraill: Soares, Denise A, Harrison, Judith
Cyhoeddwyd:
Ali Simsek
Pynciau:
Educational technology
Students
Classrooms
Secondary schools
Disability
Teachers
Education
Intervention
Behavior disorders
Open Source Technology
Students with Disabilities
High School Students
Influence of Technology
Student Behavior
Affective Behavior
Academic Achievement
Educational Change
Interpersonal Relationship
Self Management
Student Needs
Small Group Instruction
Psychological Patterns
General Education
Attention Deficit Hyperactivity Disorder
Student Motivation
Emotional Problems
Outcomes of Education
Independent Reading
Learner Engagement
Behavior Problems
Educational Facilities Improvement
Classroom Environment
Mynediad Ar-lein:Citation/Abstract
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Crynodeb:The current study evaluated the effect of technology-based self-management on disruptive behavior and academic engagement (AE) with a student with an emotional and behavioral disorder. A multiple baseline design across three general education settings was used to assess the effectiveness of the intervention, self-management using the CellF-Monitoring app. The use of technology based self-management resulted in an increase in AE across all three academic settings. Furthermore, students and teachers rated CellF-Monitoring app as highly social valid
ISSN:1309-517X
DOI:10.30935/cedtech/15864
Ffynhonnell:Turkey Database