Although applications (apps) for technology-based self-monitoring have received little attention in the literature for college-level students with intellectual disability (ID) in inclusive postsecondary education (IPSE) programs at institutions of higher education, novel tools regularly arrive and are applied within current support structures.…

Self-monitoring of attention (SMA) promotes increased learning opportunities and greater independence for students but has been sparsely researched with high-school students. This study evaluated the effects of a self-monitoring strategy that included the use of a smartphone with a vibrating app to signal high-school students with high-incidence…

Mathematical fluency supports maintenance of mathematical skills (Shurr et al., 2019). Multiple interventions support fluency, including the use of games. However, limited research exists exploring games as a means of increasing student fluency in mathematics. In this single case design study, researchers examined the relation between four…

This study examined the effects of three response options (traditional responding, response cards, and response systems) on the mathematics performance, participation, and time on-task of secondary students with emotional or behavioral disorders (EBD). A three-way crossover design was utilized to evaluate the efficacy of response options in…

The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic…

The authors of a research article (EC 614 673) on the effects of self-recording on behavior change in students with mild disabilities reflect on the impetus for the study, why self-monitoring was preferred over other interventions, what was learned about self-monitoring, and what would be done differently if they were to repeat the study. (CR)

This article discusses the writing problems of children with disabilities and the hallmarks of effective writing strategy instruction. Potential obstacles to strategy generalization are presented, followed by effective interventions, including: explicit modeling and practice of writing strategies, training self-regulatory behaviors, communicating…

These reflections by the authors of a paper (EC 611 427) on computer-assisted instruction of students with learning disabilities comment on their reanalysis of the research process and their interpretations of the unanticipated results. Implications for further research on the cost effectiveness of learning-strategy training versus time-on-task…

Five students with mild disabilities (4 with learning disabilities and one with emotional disturbances), ages 10 through 13, were studied to investigate the effectiveness of self-monitoring, including using self-recording. Results indicated that self-recording was effective in reducing excessive time out of class during unsupervised conditions.…