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Author ORCID Identifier

https://orcid.org/0009-0009-7221-575X

Date Available

5-1-2026

Year of Publication

2026

Document Type

Master's Thesis

Degree Name

Master of Science in Applied Behavior Analysis

College

Education

Department/School/Program

Early Childhood, Special Education, and Counselor Education

Faculty

Mark D. Samudre

Faculty

Sally Shepley

Abstract

This study evaluated the effects of a class-wide self-monitoring (SM) intervention delivered via the I-Connect app and paired with an interdependent group contingency, on whole-group engagement in a general fourth grade classroom. Participants included 23 students during a 30-min instructional period. The researcher measured group engagement using momentary time sampling (MTS) with planned activity check (PLACHECK) with a fixed rotation schedule in 30-s intervals and recorded the percentage of students on-task per session. A withdrawal (ABAB) design was used to examine the effects across the baseline and intervention phases. Results indicated a slight increase in group engagement during the intervention phase. Baseline engagement levels were relatively high with a gradual change in level with the introduction of the intervention. Despite these findings, the intervention demonstrated feasibility in a technology-integrated classroom. Future research should further evaluate class-wide tech-based SM and looking at the sensitivity of the measurement system in its effectiveness to increasing student group engagement in the classroom

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2026.252

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