Explicitly teaching skills associated with self-determination has been promoted to support students' independence and control over their own lives. This is especially important for students with behavior problems. One self-determination skill or behavior that has been studied widely is self-monitoring. Although multiple reviews of various self-monitoring interventions exist, we provide an updated review of the literature focusing on the role various elements such as reinforcement, feedback, function, and technology play in self-monitoring interventions for students with behavior problems. In this review, we synthesize 41 recent (2000-2012) studies of selfmonitoring interventions conducted with K-12 students exhibiting persistent behavior problems. Key findings, limitations, and implications for research and practice are discussed.

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To support students’ academic, behavioral, and social needs, many schools have adopted multitiered models of prevention. Because Tier 3 interventions are costly in terms of time and resources, schools must find efficient and effective Tier 2 interventions prior to providing such intense supports. In this article, we review the literature base on Tier 2 interventions conducted within the context of multitiered prevention models evidencing a Tier 1 behavioral plan. Article selection and coding procedures are described and results are presented. Finally, we summarize our findings of four research questions, reflect on limitations, and offer suggestions for future inquiry.

Recognizing the association between self-determination and improved educational and postschool outcomes for children and youth with or at risk for emotional and behavioral disorders (EBo), increased attention has focused on efforts to promote the skills and attitudes that enhance self-determination. We conducted a comprehensive, systematic review of school-based intervention studies addressing nine component elements of self-determination for students with and at risk for EBo. These 81 studies primarily addressed a narrow range of self-determination elements as intervention components (i.e"! self-management and self-regulation, problem solving goal setting and attainment) or outcome measures (i.e., self-efficacy, problem solving), with relatively few studies addressing students from culturally diverse backgrounds. Additional research is needed to address kf~y gaps related to the school contexts within which these interventions have been delivered. We offer recommendations for future research aimed at expanding this knowledge base to address the full spectrum of students and school contexts in which they are served.

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