The effect of self-management strategies using tablet PC on class participation behavior of elementary school students with intellectual disabilities

Abstract

The purpose of this study was to investigate the effect of self-management strategies using tablet pc on class participation behaviors of elementary school with intellectual disabilities. The subjects of the study were 3 elementary school students with intellectual disabilities enrolled in special classes at general schools, and the target behavior was class participation behavior defined as attention-concentration and task performance behavior. As an independent variable, a self-management strategy which included self-monitoring, self-evaluation, and selecting reinforcers was applied using a tablet PC and a smart watch. Multiple baseline across participants design was used for the research design. The study was carried out in the order of baseline, intervention and maintenance. Class participation behavior was measured using a whole interval recording and accuracy of task performance, event recording. The intervention was conducted during literacy classes and generalization of the behavior change was tested during math classes. As a result of the study, the incidence of class participation behavior and accuracy of the task performance increased. The intervention effect was maintained even after the intervention was terminated and generalized.