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ERIC Number: EJ1336989
Record Type: Journal
Publication Date: 2022-Mar
Pages: 44
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-1891-1803
EISSN: N/A
Self-Management Interventions for Reducing Challenging Behaviors among School-Age Students: A Systematic Review
Smith, Tyler E.; Thompson, Aaron M.; Maynard, Brandy R.
Campbell Systematic Reviews, v18 n1 e1223 Mar 2022
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.
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://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A