Substantial variability exists in the specific components used across self-management interventions despite established effectiveness¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Although extensive research supports self-management interventions for improving student behavior, the specific components used in these interventions vary considerably. → Briesch 2019

Evidence¶

Briesch 2019¶

Briesch, A.M., Daniels, B. & Beneville, M. (2019). Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature. J Behav Educ 28, 54–77. https://doi.org/10.1007/s10864-018-9303-1

q3 · i? · quant-synthesis · r2

Framing finding of the systematic review: prior research supports self-management effectiveness for student behavior, yet "variability in the specific components used in self-management interventions remains", motivating the review's component-level analysis of 56 studies.

"Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains."

Discussion¶

Related Claims¶

• There is a lack of consensus regarding student-, intervention-, and setting-level variables supporting self-monitoring use in schools — related
• Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research — related
• Single-case effects of self-management interventions are not moderated by intervention characteristics (duration, fidelity assessment, fidelity method, or training) — related
• Prompted self-monitoring is the most frequently used self-management configuration in school-based single-case research — related