Investigating the Effectiveness of the I-Connect Intervention for Students with Emotional Disturbance.
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| Title: | Investigating the Effectiveness of the I-Connect Intervention for Students with Emotional Disturbance. |
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| Authors: | Hirt, Stacy M. (AUTHOR), Stormont, Melissa (AUTHOR), Campbell, Aaron R. (AUTHOR) |
| Source: | Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p402-421. 20p. |
| Subjects: | Self-monitoring (Psychology), Academic achievement, Mental illness, Psychology of students, Human behavior, Action theory (Psychology), Operant behavior |
| Abstract: | Students with or at-risk for emotional disturbance (ED) often struggle socially, emotionally, and academically (e.g., on-task engagement and academic achievement). One of the most effective interventions for students with ED is self-monitoring, which includes frequent prompts for appropriate behavior followed by immediate feedback. Using technology to support self-monitoring could provide needed prompts for students and also support use consistency. However, despite the increased presence of mobile technology devices in schools, use of technology to support students with ED is limited. To add to the literature in this area, this study examined a self-monitoring technology intervention for students with ED in a residential setting. This research study employed a single subject ABAB withdrawal design across two students with ED and explored the impact of an interactive technology self-monitoring application (i.e., I-Connect) on behavior. Both students increased their on-task behaviors and task completion and decreased their disruptive behavior. Limitations and implications for future research will be discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Students with or at-risk for emotional disturbance (ED) often struggle socially, emotionally, and academically (e.g., on-task engagement and academic achievement). One of the most effective interventions for students with ED is self-monitoring, which includes frequent prompts for appropriate behavior followed by immediate feedback. Using technology to support self-monitoring could provide needed prompts for students and also support use consistency. However, despite the increased presence of mobile technology devices in schools, use of technology to support students with ED is limited. To add to the literature in this area, this study examined a self-monitoring technology intervention for students with ED in a residential setting. This research study employed a single subject ABAB withdrawal design across two students with ED and explored the impact of an interactive technology self-monitoring application (i.e., I-Connect) on behavior. Both students increased their on-task behaviors and task completion and decreased their disruptive behavior. Limitations and implications for future research will be discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-025-09583-x |
