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Using a multiple-baseline design across three general education settings, the intervention employed the CellF-Monitoring app for self-management. 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Soares 2  \n 0000-0001-5362-1407  \nJudith Harrison 3  \n 0000-0003-1530-6857  \n1 University of Central Missouri, Warrensburg, MO, USA  \n2 University of West Florida, Pensacola, FL, USA  \n3 Rutgers University, New Brunswick–Piscataway, USA  \n* [Corresponding author:](Corresponding author: maxcy@ucmo.edu)[ maxcy@ucmo.edu](Corresponding author: maxcy@ucmo.edu)  \nCitation: Maxcy, L., Soares, D. A., & Harrison, J. (2025). Technology based self-monitoring for a student with EBD to improve academic engagement. Contemporary Educational Technology, 17(2), ep563. [https://doi.org/10.30935/cedtech/15864](https://doi.org/10.30935/cedtech/15864)  \nARTICLE INFO ABSTRACT  \n\n| Received: 4 Jul 2024\u003Cbr>Accepted: 6 Jan 2025\u003Cbr>INTRODUCTION | The current study evaluated the effect of technology-based self-management on disruptive behavior and academic engagement (AE) with a student with an emotional and behavioral disorder. A multiple baseline design across three general education settings was used to assess the effectiveness of the intervention, self-management using the CellF-Monitoring app. The use of technology based self-management resulted in an increase in AE across all three academic settings. Furthermore, students and teachers rated CellF-Monitoring app as highly social valid\u003Cbr>Keywords: emotional behavior disorders, self-management, academic engagement, disruptive behavior, intervention |\n| --- | --- |\n\nStudents with emotional and behavioral disorders (EBDs) represent 5.45% of youth with disabilities in the United States (National Center for Education Statistics [NCES], 2022) and experience a host of negative shortand long-term outcomes. Specifically, students with EBD exhibit inappropriate behavior, academic problems, and poor interpersonal relationships (Landrum et al., 2003) that result in failing classes and dropping out of school at higher rates than their typically developing peers and students in other disability categories (Cipriano et al., 2018; Kern et al., 2023; Lloyd et al., 2019; Peltier et al., 2020; Smith et al., 2011) . As such, they face adversity in home and school settings that involve conflicts with teachers, peers, parents, and siblings (Kauffman & Landrum, 2009; Menzies et al., 2009; Walker et al., 2004) . Consequently, post high school outcomes are poor. For example, many youth with EBD do not engage in any educational activities after highschool, and those that do earn fewer credits than students in any other disability category (Cipriano et al., 2018; Newman et al., 2011) . Furthermore, students with EBD are more likely than their typically developing peers to experience unemployment, substance abuse, imprisonment, and divorce (Offerman et al., 2022) . It is clear that interventions to interrupt this negative trajectory are needed in schools.  \nOpportunities for intervention are likely to exist within classrooms where students spend the majority of the academic day. Unfortunately, general education teachers often do not have the necessary preparation to serve students with an EBD (Mihalas et al., 2009) and are frequently not aware of evidence-based interventions. Nonetheless, recent statistics show that 43% of these students receive their education in general education classrooms for most of the day (Cook et al., 2017; NCES, 2015) . Without the implementation  \nof effective interventions, schools are likely to resort to suspension or expulsion for students with EBD. Strategies are known to be ineffective for students with EBD (Gage et al., 2018) . As such, the poor outcomes will continue.  \nOne popular solution is the implementation of school-wide behavior interventions and support (SWPBIS), which is a positive means of decreasing disruptive behavior that negative","cbCaigtDzm59zlSb","https://ap.wps.com/l/cbCaigtDzm59zlSb","pdf",246883,14,"English","# Introduction\n# Self-Monitoring\n# Technology Based Self-Monitoring","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To evaluate the effect of technology-based self-management on disruptive behavior and academic engagement for a student with an emotional and behavioral disorder (EBD).\"},{\"question\":\"What research design and settings were used?\",\"answer\":\"A multiple baseline design across three general education settings assessed the intervention’s effectiveness.\"},{\"question\":\"What technology was used for self-management, and what were the results?\",\"answer\":\"The CellF-Monitoring app supported self-management; its use increased academic engagement across all three academic settings, with students and teachers rating it highly socially valid.\"}]","Technology based self-monitoring for a student with EBD to improve academic engagement | PDF",1792090725,35]