ERIC Number: EJ1037067
Record Type: Journal
Publication Date: 2014-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1063-4266
EISSN: N/A
The Effects of Function-Based Self-Management Interventions on Student Behavior
Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R.
Journal of Emotional and Behavioral Disorders, v22 n3 p149-159 Sep 2014
Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing effective self-management interventions. The purpose of this study was to link self-management procedures to hypothesized behavior function in three children with E/BD. Results demonstrated that self-monitoring (SM) alone could be enhanced using information derived from FBA and that consequences delivered by teachers were less effective than a self-management treatment package.
Descriptors: Self Management, Self Control, Behavior Problems, Emotional Disturbances, Intervention, Child Behavior, Correlation, Outcomes of Treatment, Males, Interrater Reliability, Time on Task, Special Education, Elementary School Students, Observation, Functional Behavioral Assessment
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A070181
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/127