No abstract

This comprehensive review of the literature revealed that although more than 240 self-management studies have been published over the past 3 decades, only 14 of these studies have targeted students with disabilities in general education settings. These 14 studies indicate moderate to strong improvements in students' performance following training and thereby provide support for the efficacy of self-management as an inclusive technique. I provide descriptive summaries for each study, analyses of procedural, outcome, and methodological issues, and suggestions and resources for researchers and teachers who seek to promote self-management by students with disabilities in general education settings.

No abstract

This study investigated the effects of multiple-component behavioral self-management (BSM) interventions on math fluency and engaged time of five 4th-grade students with and without disabilities in general education classrooms. A multiple-baseline across subjects design demonstrated that the students (a) increased their math fluency and engaged time after being trained to use self-management components, (b) further improved their math fluency and engaged time when components of the self-management interventions were faded, (c) matched or exceeded normative levels of math fluency of 4th-grade peers, (d) generalized improvements in math fluency when they answered math word problems, and (e) self monitored accurately and punctually when they computed answers to calculation problems during daily warm-up sessions.