A comparison of technology based and non-technology based self-monitoring systems towards increasing on-task behavior in students with disabilities

The goal of this study is to provide educators, schools systems, behavior analysts and families with a study through single case experimentation to determine if a technology based self-monitoring system is more efficient in increasing on-task behavior for students than a non-technology based self-monitoring system. The researcher will utilize both technology based and non-technology based self-monitoring systems with three middle school students who have an educational eligibility of either autism or an emotional disability. The researcher will collect interobserver agreement with the students as they self-monitor to ensure that each student is utilizing self-monitoring correctly. Both self-monitoring systems will be implemented utilizing an alternating treatment design to help determine a clear pattern of improvement in on-task behavior. The results from this study will allow for a variety of companies and school systems to gain access to data that supports the need for technology in learning environments for students with special needs. Keywords: Self-monitoring, interobserver agreement, alternating treatment design, technolog