Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature

Briesch, Amy M.; Daniels, Brian; Beneville, Margaret

doi:10.1007/s10864-018-9303-1

Cited by 29 publications

(42 citation statements)

References 69 publications

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“…Although outcomes of self-monitoring interventions are promising for enhancing on-task behaviors and academic engagement of students with disabilities, there is a lack of research supporting the maintenance and generalization of these interventions in students with disabilities (Briesch et al, 2019;Cook & Sayeski, 2020;Dalton et al, 1999;Kolbenschlang & Wunderlich, 2019). This lack of research dates back at least 30 years.…”

mentioning

confidence: 99%

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Sulu¹,

Martella²,

Grimmet³

et al. 2022

Rev J Autism Dev Disord

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Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020;Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students' on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) andNeely et al. (2018). The findings indicate that programming for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.

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mentioning

confidence: 99%

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Sulu¹,

Martella²,

Grimmet³

et al. 2022

Rev J Autism Dev Disord

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“…First, this investigation adds information on SE as an IV in an elongated ATD. Second, this study generates empirical findings from two universal teacher practices executed in a real-world setting that accurately reflect students' placement (i.e., a self-contained classroom within a public-school elementary setting) as encouraged by Mooney et al (2005) and Briesch et al (2019).…”

Section: Discussionmentioning

confidence: 99%

“…It has been two decades since Mooney et al (2005), in their literature review on SM applications for students with EBD, noted the lack of research in general education inclusive settings. Briesch et al (2019) recently conducted another literature review examining the configurations of SM in school-based research. Their review indicates only a few studies in elementary school settings that have incorporated SE.…”

Section: Introductionmentioning

confidence: 99%

A Single-Case Examination of Token Reinforcement and Self-Evaluation in a Self-Contained Classroom

Ayvazo¹,

Fraidlin

Maimon

2022

IJSE

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Students with disruptive, impulse-control, and conduct disorders exhibit persistent problem behaviors that interfere with learning and instruction. Support interventions for these students should match their specific needs, such as learning to direct their behavior in the school setting. In this pilot study, we compared the efficacy of two universal teacher practices on a self-contained fifth-grade classroom student’s Active Student Responding (ASR) and generalized on-task behavior. Token reinforcement, which was teacher-managed and commonly used in the classroom, and self-evaluation (SE), which was student-managed and novel for the teacher and the student. Interventions were evaluated during language arts lessons using a single-case Alternating Treatments Design. Findings demonstrated that the student’s ASR comparatively improved under both interventions and ontask behavior mildly increased. The moderately positive impact of the two practices on ASR is discussed with emphasis on the appropriateness of SE for participants with emotional-behavioral disorders.

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“…Although reviews and meta-analysis of the SM literature (Carr et al, 2014; Lee, Simpson, et al, 2007) provide strong evidence of their effectiveness for students with ASD, Briesch et al (2019) highlight that across interventions labeled as self-monitoring, the procedures and effectiveness vary widely. Briesh et al therefore recommended that more research be conducted in an effort to improve knowledge regarding differences in the impact of self-monitoring packages and their effectiveness across settings and populations.…”

Section: Purposementioning

confidence: 99%

Parent-implemented self-management intervention on the on-task behavior of students with autism.

Simmons¹,

Ardoin²,

Ayres³

2022

School Psychology

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Despite extensive research examining self-management interventions for individuals with autism spectrum disorder (ASD), 1 researchers have failed to evaluate self-management procedures for on-task behavior in the home environment or with parents as interventionists. Using an ABAB design, the present study examined the effectiveness of a parent-implemented intervention consisting of self-monitoring, self-evaluation, and contingent reinforcement to increase on-task behavior of three participants completing independent school work in their home. Traditional and masked visual analysis of single-case design data indicate that, across participants, the intervention increased on-task behavior, intervention effects were maintained at postintervention, parents implemented the intervention with high fidelity, parents and children rated procedures as high in social validity, and observations via live video technology resulted in high correspondence between parent and child ratings.

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Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature

Cited by 29 publications

References 69 publications

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

A Single-Case Examination of Token Reinforcement and Self-Evaluation in a Self-Contained Classroom

Parent-implemented self-management intervention on the on-task behavior of students with autism.

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