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首页> 外文学位 >Prompting self-monitoring with assistive technology to increase academic engagement in students with Attention -Deficit/Hyperactivity disorder symptoms.
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Prompting self-monitoring with assistive technology to increase academic engagement in students with Attention -Deficit/Hyperactivity disorder symptoms.

机译：使用辅助技术促进自我监控，以提高患有注意力缺陷/多动障碍症状的学生的学术参与度。

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摘要

In this study the effectiveness of an assistive technology device (i.e., Watchminder-2) as a means for prompting the self-monitoring of an individual student to increase academic engagement (i.e., on-task behavior) was evaluated. A review of the literature has suggested that students diagnosed with Attention-Deficit/Hyperactivity Disorder experience difficulty sustaining attention, following directions, managing their emotions, and controlling their impulses. These symptoms have the capacity to impede a child's ability to achieve academic success, develop self-confidence, maintain motivation, and create positive peer relationships.;Research has indicated that a positive relationship exists between self-monitoring and improved classroom behavior. This study extended the limited research on the efficacy of using a tactile prompt as a means for delivering reminders to students, and explored the benefits of this methodology for enhancing students' awareness of, and improvement in, their self-regulatory abilities. Moreover, this research advances previous findings by exploring the use of an unobtrusive technological self-monitoring device in a secondary education setting, while providing students with the opportunity to monitor and record their performance without drawing attention to themselves and with minimal disruption to their routine or the classroom environment. Lastly, this study incorporated the use of both a fixed interval and a random interval schedule of reminders which contributed to the minimal research comparing these two reinforcement schedules.;Participants were 3 middle school/high school students ages 12 to 14 who were referred by their teachers for attentional and/or behavioral difficulties, and who were rated in the clinically significant range on the Attention-Deficit/Hyperactivity Disorder Index within the Conners' Rating Scale by both their teacher and parent. A multiple baseline across academic content areas design was employed to assess the success of self- monitoring with an assistive technology device to improve task-related attention. Additionally, a BCBC reversal design was used to evaluate the relative efficacy of 2 schedules of reminders: fixed and random.;Results of this study suggest some support for the use of the Watchminder-2 to prompt self-monitoring, as a means for improving the task-related attention of participants. Additionally, it was hypothesized that the use of a random interval schedule of reminders would have a greater influence on the academic engagement of participants than seen when a fixed interval reminder schedule was instituted; however, this prediction was only partially supported by the data. Results of intervention acceptability rating scales indicated that both students and teachers reported satisfaction with their experiences in this program. Clinical and educational implications were also discussed, insofar as the strengths and contributions of this intervention technique for assisting students to function despite the presence of symptoms related to Attention-Deficit/Hyperactivity Disorder.
机译：在这项研究中，评估了辅助技术设备（即Watchminder-2）作为一种手段来促进个人学生的自我监控以提高学业投入（即工作中的行为）的有效性。对文献的回顾表明，被诊断为注意力缺乏/多动症的学生难以保持注意力，遵循指示，控制情绪和控制冲动。这些症状有可能阻碍孩子取得学业成功，建立自信心，保持动力以及建立积极的同伴关系的能力。研究表明，自我监控与改善课堂行为之间存在正向关系。这项研究扩大了关于使用触觉提示作为向学生传递提醒的功效的有限研究，并探讨了这种方法对增强学生对自我调节能力的认识和改善的好处。此外，这项研究通过探索在中等教育环境中使用不引人注目的技术自我监控设备来推进先前的发现，同时为学生提供了机会来监控和记录他们的表现，而不会引起他们的注意，并且对他们的日常活动或日常活动的干扰最小。教室环境。最后，本研究结合使用固定间隔和随机间隔提醒计划，这有助于对这两个强化计划进行比较的最小研究。参与者为3名12至14岁的初中/高中学生注意力和/或行为困难的教师，以及他们的老师和父母在Conners评分量表中在注意缺陷/多动障碍指数上的临床显着范围内的得分。使用跨学术内容领域设计的多个基准来评估使用辅助技术设备改善与任务相关的注意力的自我监控的成功性。此外，BCBC逆向设计用于评估两种提醒计划的相对功效：固定提醒和随机提醒；研究结果表明，有人对使用Watchminder-2进行自我监控（作为改进方法）有所支持参与者对任务的关注。另外，假设使用随机间隔提醒计划对参与者的学术参与的影响要比建立固定间隔提醒计划时更大。但是，该预测仅部分得到数据的支持。干预可接受性等级量表的结果表明，学生和教师均对该计划的经历表示满意。尽管存在与注意力缺乏/多动症有关的症状，但这种干预技术在协助学生行使功能方面的优势和贡献也得到了临床和教育意义的讨论。

著录项

  • 作者

    Rich, Lindsay Paige.;

  • 作者单位

    Hofstra University.;

  • 授予单位 Hofstra University.;
  • 学科 Behavioral psychology.;Educational psychology.;Special education.;Educational technology.
  • 学位 Psy.D.
  • 年度 2009
  • 页码 312 p.
  • 总页数 312
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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