Traditional methods of managing student behavior in special education have typically been heavily dependent on the use of reactive strategies. Examples of these strategies include punishment, exclusion, or the use of token reinforcement systems. These techniques may temporarily suppress the expression of undesired behaviors; however, they frequently do not inculcate the required adaptive skills, nor do they encourage the development of self-regulation over time.Recently, a series of innovations in educational technology (EdTech), such as artificial intelligence (AI)–powered monitoring systems, wearable biofeedback devices, virtual reality (VR) applications, and gamified behavioral learning platforms, have been very influential in the field of behavioral intervention.This paper provides a critical evaluation of how the use of digital instruments can facilitate a shift in the disciplinary paradigm in special education from the use of punishment-based methods to the development of skills and the regulation of emotions.The current research, informed by the theoretical concepts of Positive Behavioral Interventions and Supports (PBIS), Social and Emotional Learning (SEL), and Universal Design for Learning (UDL), integrates empirical evidence from 2015 to 2025 to examine the role of technology in supporting the proactive, inclusive, and humane management of behavior.The review of literature leads to the formulation of the implementation strategies, pinpointing the ethical issues involved, and spotting the potential topics for future research, such as the challenges of integrating data-informed, empathetic, and skill-centered digital behavior interventions in the lives of individuals with data-informed digital interventions.
Simos et al. (Wed,) studied this question.