TY - JOUR
T1 - Behavior change potential of classroom behavior management mobile applications
T2 - a systematic review
AU - Mittiga, Sharon R.
AU - Freeman, Nerelie C.
AU - Leif, Erin S.
AU - Furlonger, Brett E.
AU - Pattison, Ellen
N1 - Funding Information:
Open Access funding enabled and organized by CAUL and its Member Institutions This research was supported by an Australian Government Research Training Program (RTP) Scholarship.
Publisher Copyright:
© The Author(s) 2024.
PY - 2024
Y1 - 2024
N2 - Advances in classroom behavior management mobile applications (CBM apps) have led some teachers to use them to supplement their existing student management strategies, although little is known about their effectiveness in facilitating behavior change. This systematic review aimed to identify and appraise research on the effectiveness of CBM apps for promoting positive behavioral and learning outcomes of elementary, middle, and high school students. A systematic search was conducted in the PsycINFO, ERIC, and EBSCOhost databases for articles published between 2007 and 2020. The 15 included studies provided some preliminary evidence for CBM apps. Apps were primarily used to facilitate the delivery of self-monitoring interventions (SCORE IT and I-Connect) or class-wide reinforcement systems (ClassDojo and the Classroom Behavior Management System). An evaluation of study quality using the What Works Clearinghouse design standards (version 5.0) yielded mixed results, with only 53% of the included studies meeting standards with or without reservations. In general, these studies showed limited risk of bias and moderate to strong effect sizes. Based on the findings of the review, we provide practice recommendations and describe areas for future research.
AB - Advances in classroom behavior management mobile applications (CBM apps) have led some teachers to use them to supplement their existing student management strategies, although little is known about their effectiveness in facilitating behavior change. This systematic review aimed to identify and appraise research on the effectiveness of CBM apps for promoting positive behavioral and learning outcomes of elementary, middle, and high school students. A systematic search was conducted in the PsycINFO, ERIC, and EBSCOhost databases for articles published between 2007 and 2020. The 15 included studies provided some preliminary evidence for CBM apps. Apps were primarily used to facilitate the delivery of self-monitoring interventions (SCORE IT and I-Connect) or class-wide reinforcement systems (ClassDojo and the Classroom Behavior Management System). An evaluation of study quality using the What Works Clearinghouse design standards (version 5.0) yielded mixed results, with only 53% of the included studies meeting standards with or without reservations. In general, these studies showed limited risk of bias and moderate to strong effect sizes. Based on the findings of the review, we provide practice recommendations and describe areas for future research.
KW - Behavior management strategies
KW - Classroom behavior management
KW - Classroom interventions
KW - Mobile applications
KW - Student behavior
UR - http://www.scopus.com/inward/record.url?scp=85185914876&partnerID=8YFLogxK
U2 - 10.1007/s43494-024-00122-3
DO - 10.1007/s43494-024-00122-3
M3 - Review Article
AN - SCOPUS:85185914876
SN - 0748-8491
VL - 47
SP - 83
EP - 104
JO - Education and Treatment of Children
JF - Education and Treatment of Children
ER -