Self-Management Interventions for Reducing Challenging Behaviors among School-Age Students: A Systematic Review
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| Title: | Self-Management Interventions for Reducing Challenging Behaviors among School-Age Students: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Smith, Tyler E., Thompson, Aaron M., Maynard, Brandy R. |
| Source: | Campbell Systematic Reviews. Mar 2022 18(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Self Management, Intervention, Behavior Problems, Literature Reviews, Academic Achievement, Student Behavior, Behavior Modification |
| DOI: | 10.1002/cl2.1223 |
| ISSN: | 1891-1803 |
| Abstract: | Approximately 20% of students repeatedly display challenging classroom behaviors (e.g., off-task, disruptive behavior). Students exhibiting challenging classroom behaviors have difficulties achieving academic success and may indirectly harm the learning of classroom peers. Self-management interventions targeted a range of classroom behaviors (i.e., prosocial behaviors, on-task behaviors, disruptive behaviors, and following directions). This review provides support for the use of school-based self-management interventions--including self-assessment, self-monitoring, and self-evaluation practices--for children with challenging behaviors. Self-management interventions targeted a range of classroom behaviors (i.e., prosocial behaviors, on-task behaviors, disruptive behaviors, and following directions). This Campbell systematic review examines the effects of self-management interventions to address student behaviors and academic outcomes in schools. The review summarized and analyzed evidence from 75 single-case design studies and four group-design studies, of which three were experimental and one was quasi-experimental. |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | EJ1336989 |
| Database: | ERIC |
| Abstract: | Approximately 20% of students repeatedly display challenging classroom behaviors (e.g., off-task, disruptive behavior). Students exhibiting challenging classroom behaviors have difficulties achieving academic success and may indirectly harm the learning of classroom peers. Self-management interventions targeted a range of classroom behaviors (i.e., prosocial behaviors, on-task behaviors, disruptive behaviors, and following directions). This review provides support for the use of school-based self-management interventions--including self-assessment, self-monitoring, and self-evaluation practices--for children with challenging behaviors. Self-management interventions targeted a range of classroom behaviors (i.e., prosocial behaviors, on-task behaviors, disruptive behaviors, and following directions). This Campbell systematic review examines the effects of self-management interventions to address student behaviors and academic outcomes in schools. The review summarized and analyzed evidence from 75 single-case design studies and four group-design studies, of which three were experimental and one was quasi-experimental. |
|---|---|
| ISSN: | 1891-1803 |
| DOI: | 10.1002/cl2.1223 |
