A Meta-Analysis of Self-Determination Interventions for Students With Emotional and Behavioral Disorders.
Saved in:
| Title: | A Meta-Analysis of Self-Determination Interventions for Students With Emotional and Behavioral Disorders. |
|---|---|
| Authors: | Riden, Benjamin S.1 (AUTHOR) ridenbs@jmu.edu, Pulos, Joshua M.1 (AUTHOR), Peltier, Corey2 (AUTHOR), Dowdy, Art3 (AUTHOR), Wisnieski, Noah A.1 (AUTHOR), Bell, Megan E.1 (AUTHOR), Brandenberger, Alexandra P.1 (AUTHOR), Britton, Jane E.1 (AUTHOR), Morris, Elisabeth R.1 (AUTHOR) |
| Source: | Behavioral Disorders. May2026, Vol. 51 Issue 3, p160-176. 17p. |
| Subject Terms: | *ERIC (Information retrieval system), Self-management (Psychology), Meta-analysis, Treatment effectiveness, Systematic reviews, Psychology information storage & retrieval systems |
| Abstract: | Self-determination is a latent variable that has been conceptualized differently across academic domains. Due to the variability in the conceptualization of self-determination interventions, a thorough exploration of the approaches is needed. The purpose of this meta-analysis was to explore the literature-base on self-determination interventions to establish if the strategy is an evidence-based practice for students with emotional and behavioral disorders. We examined whether self-determination is an evidence-based practice by evaluating the risk of bias and quantitative evidence available for qualifying interventions. Although case-level effect sizes varied, the results indicate that self-determination interventions were associated with significant behavioral changes for students with emotional and behavioral disorders. However, approximately 12.5% of participants across studies had negative or negligible responses, suggesting the need to modify specific iterations based on student characteristics, environmental factors, and specific behavioral targets. The individual variability is consistent with the emphasis on individualization within special education and provides important guidance for teachers considering using the intervention to support students with emotional and behavioral disorders. [ABSTRACT FROM AUTHOR] |
| Copyright of Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Self-determination is a latent variable that has been conceptualized differently across academic domains. Due to the variability in the conceptualization of self-determination interventions, a thorough exploration of the approaches is needed. The purpose of this meta-analysis was to explore the literature-base on self-determination interventions to establish if the strategy is an evidence-based practice for students with emotional and behavioral disorders. We examined whether self-determination is an evidence-based practice by evaluating the risk of bias and quantitative evidence available for qualifying interventions. Although case-level effect sizes varied, the results indicate that self-determination interventions were associated with significant behavioral changes for students with emotional and behavioral disorders. However, approximately 12.5% of participants across studies had negative or negligible responses, suggesting the need to modify specific iterations based on student characteristics, environmental factors, and specific behavioral targets. The individual variability is consistent with the emphasis on individualization within special education and provides important guidance for teachers considering using the intervention to support students with emotional and behavioral disorders. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01987429 |
| DOI: | 10.1177/01987429251400222 |
