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Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies

机译：设计一个iPad应用程序以监视和改善多动症儿童的课堂行为：iSelfControl的可行性和试点研究

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Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every ‘Center’ (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique ‘Center’ effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher/student discrepancies and significant variations across the day. Future research with a larger, clinically diagnosed sample in multiple classrooms is needed to assess generalizability to a wider variety of classroom settings.
机译：注意缺陷/多动症（ADHD）的儿童在普通教育教室中接受大约80％的教学，在该教室中，个性化的行为管理策略可能难以让教师始终如一地实施。移动设备应用程序提供了有前途的平台来管理行为。这项初步研究评估了旨在支持课堂行为管理的基于Web的应用程序（iSelfControl）的实用性。 iSelfControl提示每个“中心”（30分钟）的学生使用通用的令牌经济教室管理系统进行自我评估，该系统专注于合规性，生产力和积极关系。同时，老师在单独的iPad上评估了每个学生。使用多级建模，我们检查了在患有多动症和相关执行功能困难的儿童的学校中，对5名 年级学生（N = 12）实施后收集的13天数据。首先，一个无条件的增长模型评估了总分数随时间变化的总量，以及师生二元组之内和之间的分数系统变化的程度。其次，为教师和学生估计单独的截距和斜率，以估计轨迹之间的一致程度。最后，在每个时间点使用单独的模型测试教师和学生分数之间的差异，以检验独特的“中心”效果。总分的51％归因于二元组之间的差异。每天在七个时间点上，学生和教师得分的轨迹保持相对稳定，并且在统计学上彼此没有差异。与给定的老师分数相比，在任何一天，学生倾向于对自己的行为进行更积极的评估（为自己输入更高的分数）。总之，iSelfControl提供了一个自我评估和教师评估的平台，这是常规课堂管理策略的重要辅助手段。该应用程序捕获了一天中老师/学生的差异和重大变化。需要在多个教室中进行具有较大临床诊断样本的未来研究，以评估对各种教室设置的通用性。

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