Date of Completion

12-12-2017

Embargo Period

12-12-2017

Major Advisor

Brandi Simonsen, PhD

Associate Advisor

George Sugai, PhD

Associate Advisor

Michael Coyne, PhD

Field of Study

Educational Psychology

Degree

Doctor of Philosophy

Open Access

Open Access

Abstract

Students with Emotional and Behavioral Disorders (EBD) struggle with social behaviors (Bradley, Henderson, & Monfore, 2004) such as distractibility and impulsivity (Wagner et al., 2004). Self-management strategies have been used effectively to increase on-task behavior and decrease off-task or inappropriate behavior of students with EBD (Briesch & Chafouleas, 2009a). Additionally, self-management applications for the Apple iPad have led to improvements in the social behavior of students with challenging behavior (Bruhn, Vogelgesang, Fernando., & Lugo, 2016; Bruhn, Vogelgesang, Schabilion, Waller, & Fernando, 2015b; Vogelgesang, Bruhn, Coghill-Behrends, Kern, & Thoughton, 2016). However, a gap in the literature in the use of self-management applications for High School students with EBD exists.

The results of this single subject withdrawal study demonstrated a functional relation between the introduction of a self-management application SCORE-IT (Bruhn, Goin, & Hasselbring, 2015a) for the Apple iPad with self-reinforcement for students with EBD on their on-task behavior. Two male high school students, one freshman and one senior, participated in the study. Study results and effect size calculations support a strong functional relation for one student. Although descriptive data indicate promising outcomes for the other student, he was unable to complete participation in the study.

Download

Share

COinS