TY - JOUR
AU - Chafouleas, Sandra M.
AB - In the late 1980s, J. W. Fantuzzo and colleagues conducted a review of the self-management literature in order to better define the characteristics of this class of interventions. Results indicated that many interventions were minimally student-directed despite the title “self-managed” and that student-managed interventions demonstrated incremental effects above teacher-managed interventions. In the current study, updated information was compiled with regard to how self-management interventions have been described, including the degree to which self-management interventions continue to rely on external (i.e., teacher) contingencies. Review of the literature identified 16 different characterizations of self-management interventions, each of which varied widely in terms of the number of intervention components included as well as the degree to which students were involved in implementation. Although self-observation and recording of a predefined behavior appear to be the cornerstones of self-management interventions, meaningful differences were noted, including whether reinforcement was involved and whether changes in performance were tracked over time. Furthermore, although self-management interventions appear to have undergone a small shift toward increased reliance on internal (i.e., student-managed) contingencies, adults continue to play a large role in the implementation.
TI - Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors (1988–2008)
JF - School Psychology
DO - 10.1037/a0016159
DA - 2009-06-01
UR - https://www.deepdyve.com/lp/american-psychological-association/review-and-analysis-of-literature-on-self-management-interventions-to-BEwBYxsrv0
SP - 106
EP - 118
VL - 24
IS - 2
DP - DeepDyve
ER -