Self-management interventions aimed at skill acquisition and/or improving behavior of students diagnosed with autism spectrum disorders were examined. Twenty-three single-subject research design studies met inclusion criteria. Quality assessment of these studies was conducted using the What Works Clearinghouse guidelines, and treatment effect sizes were calculated using the percentage of nonoverlapping data. Results were analyzed by age, setting, functional level, and target behaviors. Results indicate that self-management interventions are effective for increasing both social and academic skills for students of all ages and levels of ability. Results generalized to other settings and untreated behaviors and were maintained over time. Sufficient evidence supports the conclusion that self-management is an evidence-based procedure for students diagnosed with autism spectrum disorders.

In this chapter, the authors explored the effects of grade levels on what students find important in their mathematics learning in Ghana. A survey involving 1,256 primary, junior high and senior high school students was conducted in the Cape Coast Metropolis of Ghana, using the WIFI questionnaire. It revealed that the Ghanaian students valued attributes such as achievement, relevance, fluency, authority, the use of ICT, versatility and Strategies in their learning of mathematics. The oneway Multivariate Analysis of Variance (MANOVA) was used to investigate whether significant differences exist in what students valued in mathematics across grade levels. The results revealed a significant effect of grade level on students' valuing in mathematics. Implications for research and curriculum delivery are provided.

Guidelines to inform research evidence standards have acknowledged that there is currently no agreed-upon method for treatment effect size estimation in single-case research. This study has examined the application of treatment effect size calculations to supplement visual analysis in singlecase research designs (SCD) for participants with autism spectrum disorder (ASD). Ethical considerations for researchers regarding the collection of baseline data in light of behaviors often associated with ASD are discussed. The adequacy of the volume of data points from baseline and treatment phases was explored, and the conclusion had drawn that the majority of studies were not suitable for regression calculations. The median length of total data series was also explored, and the suitability of three nonparametric hand calculations, percentage of nonoverlap (PND), percentage of all nonoverlapping data (PAND), and nonoverlap of all pairs (NAP), is discussed in this light.

Single-case research design studies that included a goal setting component in interventions for a broad array of participants engaged in a learner role were reviewed. A systematic search of the empirical literature identified 38 studies that met the inclusion criteria. These studies were evaluated in terms of participant characteristics, who set the goals (self or other), how goals were incorporated into interventions, type of behavior change goal setting was applied to and whether maintenance and generalization of intervention effects was assessed. Results highlight the potential benefits of including a self-set goal component in interventions aimed at assisting participants across the autism spectrum to achieve independent functioning. An agenda is proposed for future research exploring goal setting for this population.