Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research

The good behaviour game: Maintenance effects

“…(Hughes, 2015) There are many procedures within any science but randomised control trials have their limitations (Keenan & Dillenburger, 2011). Group designs alone do not bring the teacher into contact with individual students in ways that are meaningful for promoting a learning environment that helps children achieve their potential (Busacca, Anderson, & Moore, 2015;Vargas, 2013). The logic in using single-case design methodology in a classroom, whether for individal participants, or for groups of participants, is informed by an understanding of what it means to bring a scientific perspective to bear on all aspects of learning.…”

A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities

“…Self-monitoring is an evidence-based intervention (Maggin et al, 2016) that has demonstrated the ability to reduce students' problem behaviors, increase appropriate behavior, and increase academic engagement (Busacca et al, 2015). Typically, self-monitoring involves a student collecting their own data on a task (e.g., academic engagement) instead of having the teacher collect the data.…”

“…Researchers have documented the effectiveness and social validity of traditional paper and pencil self-monitoring interventions in classrooms (Busacca et al, 2015), but as electronic self-monitoring applications become more common, there is a need for research on how electronic self-monitoring applications, such as MoBeGo, can best be utilized to improve student outcomes beyond traditional paper and pencil self-monitoring because MoBeGo automatically graphs data and sets goals.…”

“…To improve outcomes for students with HIDs, educators are increasingly expected to collect and analyze individualized student data to implement proactive behavior management interventions (Simonsen et al, 2011). However, both veteran and novice teachers report that they often feel inadequately prepared to provide evidencebased behavioral interventions in their classroom, and cite high-frequency, low-intensity disruptive behavior (e.g., speaking out of turn, not following directions, getting out of seat without permission), such as those typically displayed by students with HIDs, as among the biggest challenges they face (Busacca et al, 2015;Wehby & Kern, 2014). One way to address these challenges, is to provide teachers with evidence-based interventions that utilize technology to increase ease of implementation and intervention fidelity (Bruhn et al, 2017).…”

Using Self-Monitoring With Guided Goal Setting to Increase Academic Engagement for a Student With Autism in an Inclusive Classroom in China

“…Self-monitoring is a strategy frequently used in a self-management intervention, and it involves observing and recording one’s own behavior. Research has documented positive behavior change as a result of self-monitoring for students with a wide range of disabilities in the areas of academic engagement behavior, academic performance, and social skills in various types of educational settings (Bruhn, McDaniel, & Kreigh, 2015; Busacca, Anderson, & Moore, 2015; Carr, Moore, & Anderson, 2014b; Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Southall & Gast, 2011). In general education or inclusive classroom settings where student academic engagement is expected, self-monitoring has been used to successfully improve academic engagement for students with attention deficit hyperactivity disorder (ADHD; Barry & Messer, 2003; Harris, Danoff Friedlander, Saddler, Frizzelle, & Graham, 2005; Rafferty, Arroyo, Ginnane, & Wilczynski, 2011; Vance, Gresham, & Dart, 2012), emotional and behavioral disorders (Rafferty, 2012), learning disabilities (Todd, Horner, & Sugai, 1999), developmental disabilities (Kartal & Ozkan, 2015), ASD (Callahan & Rademacher, 1999; Cihak et al, 2010; Rock, 2005; Rock & Thead, 2007), at-risk of failure (Hughes & Hendrickson, 1987), and without disabilities (Moore, Anderson, Glassenbury, Lang, & Didden, 2013).…”