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The use of technology-based self monitoring (SM) interventions is becoming more popular, increasing the likelihood that SM interventions will have greater contextual fit within classrooms. SM has resulted in increases in desired school behaviors, such as increases in on task behavior, academic performance, and task completion for students diagnosed with disabilities. The purpose of this study was to extend the findings from Clemons et al. and examine student and teacher use of a web based SM application, I-Connect, and reinforcement to increase on task behavior for three U.S. elementary school students with or at risk for an emotional behavioral disorder using extended SM intervals. All three participants demonstrated significant increases in on task behavior with the use of the I-Connect application plus reinforcement intervention in the classroom.

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AbstractReading comprehension is critical for early learners’ academic success. Derived relations are an important feature of reading comprehension within the science of behavior because reading comprehension involves experientially acquired derived stimulus relations (Helou-Care, 2008; Neves in Behavioral Interventions 38:376–400, 2023, Park, 2005; da Silva in Experimental Analysis of Human Behavior Bulletin 24:1–8, 2006). That is, derived relations pertain to a learner demonstrating comprehension by making untrained connections to previously trained stimuli (e.g., words). For example, a learner who is trained that “kitten” is a type of “cat” and that all “cats meow” should then be able to demonstrate the untrained connection that “kittens meow.” The purpose of this study was to investigate the effects of the Corrective Reading Comprehension (CR) curriculum, which employs an instructional sequence involving derived relations, on reading comprehension responses entailing derived relations. Four typically developing first-grade students were the participants in this study and the students were divided into two dyads. The principal researcher instructed each dyad on each of the five lessons of CR until mastery was obtained and then conducted postprobes on the dependent measures that were metaphors, derived relations from sentences, derived relations from letters/numbers, and implicit/explicit comprehension questions. The researchers used a delayed multiple probe design across 1st-grade dyads to assess the effect of five CR lessons on derived relations and reading comprehension responses of the participants. Posttest assessments showed gains for all four participants. The article concludes with a discussion of the main findings, implications for future research, and the limitations of this study.

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The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a problem-solving multitiered system of supports such as school-wide positive behavioral interventions and supports (SWPBIS). Recent work examining state-wide behavioral interventions and supports (PBIS) initiatives, which include professional development and technical assistance to school leadership teams, has clearly documented that educators can reduce problem behavior and thereby reduce the need or use for exclusionary discipline practices. This study extends that body of knowledge by examining Missouri’s SWPBIS initiative over time and across grade levels. Using an extant data base, schools implementing SWPBIS with fidelity were compared with nonimplementing schools over 11 school years. Results indicated that schools implementing SWPBIS with fidelity had statistically significant lower rates of exclusionary discipline practices at the primary, middle, and high school level. Results are discussed within the context of past state-wide SWPBIS initiatives.

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