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Abstract
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
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