Date of Award:

12-2024

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation Counseling

Committee Chair(s)

Audrey Hoffmann

Committee

Audrey Hoffmann

Committee

Kristen Rolf

Committee

Summer Gunn

Abstract

This systematic literature review was done to determine characteristics and descriptive analysis of the use of self-monitoring behavior interventions (SMI) with students in the educational setting who are diagnosed with ASD/ADHD. The objective was to create resources for future practitioners and interventionists to direct future use of SMI in schools and identify areas of study needed. Behavior interventions are often used to support students with disabilities to access their education in a school setting. Individuals diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD) are included in this population. A type of behavior using the analysis of one’s own behavior is called a self-monitoring intervention. Self-monitoring interventions teach vital skills to individuals, are easily generalized into other areas of the individual’s life and cause minimal strain on education resources. This review depicts descriptive characteristics of the research done between 2000 and 2023 in this area to determine if there are trends in gender, age, diagnosis, type of intervention used, or demographics. Several limitations were identified including how researchers label their research and interventions, impacts of medical and gender biases, and gaps in reported demographics. Despite the identified limitations, tools such as a table for SMI starting points were able to be provided for future implementation and use.

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