自我监测干预中与结果相关的治疗成分和参与者特征

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL Journal of Positive Behavior Interventions Pub Date : 2020-07-29 DOI:10.1177/1098300720946651
A. Bruhn, Allison F. Gilmour, A. Rila, Alyssa M. Van Camp, Amanda W. Sheaffer, E. Hancock, Josephine Fernando, J. Wehby
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引用次数: 11

摘要

自我监控是改善学生行为的最广泛使用和研究的策略之一。然而,关于如何设计有效的自我监测干预措施以及应向谁提供干预措施的具体研究指导尚不存在。为此,我们研究了各种治疗成分和参与者特征如何调节对自我监测干预的反应。我们纳入了66个关于学术参与的单案例研究和21个关于破坏行为的单案例分析。这些研究包括290名具有挑战性行为的参与者,其中183人有残疾。在从原始研究中提取原始数据后,我们对每个因变量(即学术参与、破坏行为)使用多级建模来分析数据。在这两个因变量中,学生年龄和教育环境影响治疗效果,包括目标设定、反馈和强化也影响治疗效果。根据我们的研究结果,我们描述了与设计自我监测干预措施相关的影响。我们还讨论了局限性和未来的发展方向。
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Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions
Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant characteristics moderated response to self-monitoring interventions. We included 66 single-case studies on academic engagement and 21 single-case studies on disruptive behavior. These studies included 290 participants with challenging behavior, 183 of whom had a disability. After extracting raw data from original studies, we analyzed data using multilevel modeling for each dependent variable (i.e., academic engagement, disruptive behavior). Across both dependent variables, student age and educational setting impacted treatment effects, as did the inclusion of goal-setting, feedback, and reinforcement. Based on our findings, we describe implications related to designing self-monitoring interventions. We also discuss limitations and future directions.
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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