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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
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  Data: Self-Management Interventions for Reducing Challenging Behaviors among School-Age Students: A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Smith%2C+Tyler+E%2E%22">Smith, Tyler E.</searchLink><br /><searchLink fieldCode="AR" term="%22Thompson%2C+Aaron+M%2E%22">Thompson, Aaron M.</searchLink><br /><searchLink fieldCode="AR" term="%22Maynard%2C+Brandy+R%2E%22">Maynard, Brandy R.</searchLink>
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  Data: 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
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  Data: 44
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  Data: <searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink>
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  Data: 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.
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      – SubjectFull: Intervention
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Behavior
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