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ERIC Number: EJ1456759
Record Type: Journal
Publication Date: 2025
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1537-7903
EISSN: EISSN-1537-7911
Ecological Momentary Assessment as a Delivery Service for Progress Monitoring Internalizing Concerns
Ishan N. Vengurlekar; Carly Oddleifson; Chelsea Salvatore; Stephen P. Kilgus; Evan H. Dart
Journal of Applied School Psychology, v41 n1 p1-22 2025
Progress monitoring data provide important information on student functioning in response to an intervention. Yet, there are several barriers to effective progress monitoring of internalizing symptoms among youth. To address these concerns, the current paper conceptualized the use of ecological momentary assessment (EMA) as a service delivery model for progress monitoring of internalizing symptoms. Discussed are the benefits of EMA and key considerations for its use in progress monitoring. Lastly, a case study is included to illustrate the practicality of EMA in a progress monitoring context. There is an influx of research using EMA to examine internalizing symptoms. Its growing utility suggests it may be beneficial as a novel way to monitor internalizing symptoms in schools.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A