Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Meta-Analytic Review of Tactile-Cued Self-Monitoring Interventions Used by Students in Educational Settings

Dr. Dennis McDougall, Dr. Cecily Ornelles, Kawika Mersberg, M.S., Kekama Amona, M.S.
  • Dr. Dennis McDougall (Author) University of Hawai’i image/svg+xml
    Dennis McDougall was born in Baltimore, MD, He was a public school special education teacher in the Conroe (TX) Independent School District, then a Professor at Lewis-Clark (ID) State College. Since 1995, he has been a Professor of Special Education at the University of Hawai'i.
  • Dr. Cecily Ornelles (Author) University of Hawai’i
    Cecily Ornelles was born in Honolulu, HI. She was a middle school teacher and also taught at a day treatment facility in San Francisco, CA. While teaching she completed her Master’s Degree in Special Education and Ph.D. in Education through a joint program at San Francisco State University and the University of California, Berkeley. Since 1998, she has been a Professor of Special Education at the University of Hawai‘i.
  • Kawika Mersberg, M.S. (Author) Hālua Kū Māna Public Charter School
    Kawika Mersberg was born on Oahu, HI. He was a teacher and administrator at a Hawaiian culture-based public charter school on Oahu while earning his Master's Degree in Special Education at the University of Hawai'i. At present, he is an administrator at that same charter school.
  • Kekama Amona, M.S. (Author) Hālua Kū Māna Public Charter School
    Kekama Amona was born in Honolulu, HI. He was a middle school and high school at a Hawaiian culture-based public charter school on Oahu while earning his Master's Degree in Special Education at the University of Hawai'i. At present, he teaches part-time at that same charter school, produces videos, and is pursuing a film school degree at the Hawai'i.
DOI
https://doi.org/10.64546/jaasep.289
Abstract
In this meta-analytic review, we critically evaluate procedures and outcomes from nine intervention studies in which students used tactile-cued self-monitoring in educational settings. Findings suggest that most tactile-cued self-monitoring interventions have moderate to strong effects, have emerged only recently, and have not yet achieved the evidence-based status of audio-cued and visual-cued self-monitoring. At present, tactile-cued self-monitoring is a promising practice with the potential to promote a variety of outcomes in educational settings. We also identify strengths and limitations of tactile-cued self-monitoring studies, provide recommendations for future research and practice, identify limitations of this analytic literature review, and list resources for researchers and practitioners.
Keywords
Behavior Modification, Cues, Disabilities, Educational Technology, Effect Size, Elementary Secondary Education
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How to Cite
McDougall, D., Ornelles, C., Mersberg, K., & Amona, K. (2015). A Meta-Analytic Review of Tactile-Cued Self-Monitoring Interventions Used by Students in Educational Settings. Journal of the American Academy of Special Education Professionals, 10(3), 175-205. https://doi.org/10.64546/jaasep.289

Fall 2015

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  • Submitted September 8, 2015
  • Published October 15, 2015
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