Behavior Change Potential of Classroom Behavior Management Mobile Applications: A Systematic Review

• Published in: Education & treatment of children Vol. 47; no. 1; pp. 83 - 104
• Main Authors: Mittiga, Sharon R., Freeman, Nerelie C., Leif, Erin S., Furlonger, Brett E., Pattison, Ellen
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.03.2024; Springer
• Subjects: Behavioral Science and Psychology; Child and School Psychology; Classroom management; Classroom techniques; Classrooms; Clinical Psychology; Company business management; Developmental Psychology; Educational assessment; Educational Environment; Educational evaluation; Educational Researchers; Educational technology; Elementary School Students; Feedback; Goal setting; Intervention; Learning; Mobile applications; Positive reinforcement; Psychology; Review; School environment; Strategic planning (Business); Student behavior; Student engagement; Systematic review; Teachers; Token Economy; Wireless telephone software; Behavior management strategies; Classroom behavior management; Mobile applications; Classroom interventions; Student behavior
• ISSN: 0748-8491; 1934-8924
• DOI: 10.1007/s43494-024-00122-3

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.