A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders

Mooney, Paul; Ryan, Joseph B.; Uhing, Brad M.; Reid, Robert; Epstein, Michael H.

doi:10.1007/s10864-005-6298-1

Cited by 174 publications

(211 citation statements)

References 41 publications

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“…Similar to previous reviews of other selfregulation strategies (Briesch & Chafouleas, 2009;Bruhn, McDaniel, & Kreigh, 2015;Mooney, Ryan, Uhing, Reid, & Epstein, 2005), it was not surprising to find the majority of participants were male and most studies took place in elementary settings. However, the male majority was not quite as pronounced as other reviews (Bruhn, McDaniel, & Kreigh, 2015).…”

Section: Participants and Settingsupporting

confidence: 74%

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills, numerous strategies have been suggested, including goal setting. Whereas goal setting has focused mostly on academic and life skills, behavioral goal setting has received less attention, particularly in terms of determining best practices for effective goal setting in school-based interventions. Thus, the purpose of this review was to examine the existing literature on interventions using behavioral goal setting alone and behavioral goal setting as part of a multicomponent intervention for students with persistent behavior problems. Findings from 40 studies are discussed in terms of participants, setting, design, measures, intervention components, and outcomes with a specific focus on directions for future research and implications for practice.▪ The term "self-determination" has been used to describe a multitude of behaviors and beliefs that help people live independent, self-directed lives (Wehmeyer & Field, 2007). Carter, Lane, Crnobori, Bruhn, and Oakes (2011) reviewed the literature on self-determination interventions aimed at improving this broad group of metacognitive skills for students with and at risk for emotional or behavioral disorders (EBD). Interventions in their review focused on a range of skills, including making choices and decisions, problem-solving activities, goal setting, promoting self-advocacy skills, self-awareness, self-knowledge, self-assessment, and self-regulation. The most commonly studied self-determination strategy, according to their review, was self-regulation.

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Section: Participants and Settingsupporting

confidence: 74%

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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“…Researches showed that the self-instruction training could help students to improve their social and emotional problems (Mooney et al, 2005;Webber et al, 1993). Chen (2011) found that social anxiety and self-monitoring were significantly correlated.…”

Section: Discussionmentioning

confidence: 99%

Effect of Cognitive Behavior Modification on Social Anxiety for High School Students

Chen¹,

Du²,

Wang³

et al. 2017

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The authors of this study adopted an approach from cognitive behavior modification to design a SMART strategy, and applied the intervention to high school students. This study used a multiple baseline across-subject design to measure the degree of social anxiety among three high school students for the duration of 3 to 5 weeks, and then used the SMART strategy to intervene and document their mastering of strategies and changes of social anxiety for 15 weeks. Their anxiety level was measured and recorded 4 weeks after the intervention. The results showed that: 1) the SMART strategy can be effectively applied to high school students to address their social anxiety; 2) after the SMART strategy intervention, the students' social anxiety reduced instantly and significantly; 3) four weeks after the SMART strategy intervention, the intervention effect remained.

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“…It has been shown to be effective with a wide range of individuals from preschoolers to adults with and without disabilities on both academic and behavioral skills. 47,48 In addition, self-monitoring contributes to the development of self-management, which is a pivotal skill 40 that, when mastered, provides a catalyst to the mastery of several other related skills. This strategy is effective for youth with ASD because they commonly lack self-awareness and self-regulation skills.…”

Section: Self-managementmentioning

confidence: 99%

Social Skills Training for Youth with Autism Spectrum Disorders

Otero

Schatz

Merrill

et al. 2015

Child and Adolescent Psychiatric Clinics of North America

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A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders

Cited by 174 publications

References 41 publications

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Effect of Cognitive Behavior Modification on Social Anxiety for High School Students

Social Skills Training for Youth with Autism Spectrum Disorders

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