Using web technology and self-management to enhance success in middle school

1. Using web technology and self-management to enhance success in middle school Craig Blum email: cblum@ilstu.edu Carrie Osborn email: cosborn@lincoln27.net 8th international conference on Positive Behavior Support Denver, CO March 11, 2011

2. Technology in Education

3. Challenges facing students with learning disabilities in today's middle school With an increased and substantial number of students with learning disabilities being included into general education classrooms High expectations of activity participation and completion of assigned homework tasks are beneficial to educational performance and academic achievement at the middle school level

4. Support Needs of a Student with a Learning Disability Difficulties in organizational skills (Anderson, Munk, Young, Conley, & Caldarella, 2008, Bryan & Burstein, 2004; Hughes, Ruhl, Schumaker, & Deshler, 2002; Minskoff & Allsopp, 2003; McMullen, Shippen, & Dangel, 2007) Difficulties in maintaining attention during instruction (Byran & Burnstein, 2004; Vile Junod, DuPaul, Jitendera, Volpe, & Lorah, 2006),

5. Support Needs of Students with Learning Disabilities Students fail to write down or have difficulty turning in homework assignments on time, late, or at all (Byran & Burstein, 2004; & Hughes et al., 2002). Low grades and academic failure due to difficulties in each of these areas. Students with LD may also fail to meet teacher expectations that are greater when supervision tends to be more limited (Anderson et al., 2008 McMullen et al., 2007).

6. Web-based systems to track progress • Teaching self-management to insure success Resources to Meet the Challenge IT’s UP TO ME

7. Self-Management Scientifically sound self-management techniques are available; however, widespread implementation is not evident (King-Sears, 2008; Vaughn, Klinger, & Hughes, 2000). Teaching students to monitor their own academic progress can enhance outcomes (Young, West, Li, & Peterson, 1997). Self-monitoring incorporated with SIS may be a beneficial combination to utilize the promotion of student independence(Gureasko-Moore, DuPaul, & White, 2007; Koegel, Koegel, & Parks, 1995).

8. Research Questions • How frequently do special education students monitor homework assignments for on-time completion and recorded class grades, after being taught a self-management strategy? • How do students perceive the usefulness of Information NOW? • How do students perceive the usefulness of the self-management recording intervention? • What was the influence of the self-management intervention and the use of Information NOW on student grades?

9. Method • Participants • 10 (n) – 8th grade, Caucasian, special education students with learning disabilities • Participants are included in a variety of educational settings, but have a common study hall in a special education setting • Permissions • Were attained from the building principal, parent, and student • Measures • A self-management recording strategy, used in conjunction with Information NOW (SIS), was used as the independent variable • Student academic outcomes, as defined as the average of all cumulative grade percentage, was used as the dependent variable • Design • Multiple-baseline Across Students

10. Information NOW-School Information System

11. Ways to Check Grades • Check from using internet: • home computer • School computer • Ipad • Cell Phone, Iphone

12. METHOD: DESIGN PHASES • Baseline • Participant actions recorded based upon tasks represented on the Self-Management Homework Checklist • Data collected for no less than one week • Training Phase • Participants learn, discuss, and practice intervention strategy presented on the Self-Management Homework Checklist • Strategy is reinforced and progress is recorded Teacher fidelity in training phase was 100%

13. Monitoring Phase • Participants practice the Self-Management strategy with guided instruction, corrective prompting, and reinforcement • Progress is recorded • Management Phase • Participants independently apply the learned and practiced Self-Management Homework strategy • Progress is recorded • Reinforcement is given for successful achievement of all tasks • Post Surveys • Information NOW Post Survey • Student Post-Intervention Acceptability and Importance of Effects

14. Student Checklist Student Checklist

15. Student Implementation Fidelity

16. What was the influence of Self-monitoring with Information Now on grades over time? Multiple Baseline Graph

17. What was number of whole and partial letter grade increases per student?

18. What was the Information Now usage by student?

19. What were the students perceptions of impact of the self-management intervention?

20. What were the students perceptions of impact of the self-management intervention?

21. What were the student’s perceptions of the usefulness of the Information Now before and after intervention?

22. What were the student’s perceptions of the usefulness of the Information Now before and after intervention?

23. What were the student’s perceptions of the usefulness of the Information Now before and after intervention?

24. Big Ideas Using self-management instruction with SIS program can be beneficial to student grades for students with learning disabilities It is not difficult to implement and students generally had positive perceptions of the program

25. Limitations Teachers need to input grades in a timely fashion This study focuses on students with learning disabilities in a middle school Not all students benefit as much, especially if their grades are already high Further examination of necessary specific components of the program is needed. More research which demonstrates stronger experimental control needs to be conducted.

26. Discussion & Questions Quality Equity Efficiency How would teaching self-management and self-regulation at all three levels of support in PBIS improve on our current model?

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