Self-management interventions targeted math calculation skills most often, with mean effect sizes of 2.66 for social studies, 2.28 for reading, 1.97 for math, and 1.13 for writing¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q3·i3large
Currency · newest study 2005 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
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q3 i3 Interventions targeted improvement in math calculation skills more than any other academic area; mean ES by academic area were math 1.97, writing 1.13, reading 2.28, and social studies 2.66. → Mooney 2005
Evidence¶
Mooney 2005¶
Mooney, P., Ryan, J. B., Uhing, B. M., Reid, R., & Epstein, M. H. (2005). A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders. Journal of Behavioral Education, 14, 203–221. https://doi.org/10.1007/s10864-005-6298-1
q3 · i3 · quant-synthesis · r1
The review reports the distribution of targeted academic areas and printed effect sizes by area across the included studies: math ES = 1.97, writing ES = 1.13, reading ES = 2.28, social studies ES = 2.66. Math calculation was the most frequently targeted area, while writing showed the lowest mean ES and social studies the highest. No between-area significance tests are reported in the available text.
"Interventions targeted improvement in math calculation skills more than any other area. The mean ES by academic area were math interventions (1.97), writing (1.13), reading (2.28), and social studies (2.66)."
Discussion¶
Learner Variables¶
- Operations and Place Value — outcome: instruction changes it
- Writing Skills — outcome: instruction changes it
Related Claims¶
- Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research — related
- The review found evidence supporting generalization and maintenance of self-management intervention effects for students with emotional and behavioral disorders — related
- Academic self-management interventions for students with emotional and behavioral disorders show a large overall mean effect size of 1.80 across 22 studies — a broader claim this one bears on
- Self-regulation interventions showed positive associations with distal outcomes: academic achievement in 11 of 13 studies (85%), substance abuse in 4 of 5 (80%), and conduct disorders, social skills, depression, behavioral problems, and school suspensions in all reporting studies. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-management-ebd-academic-area-es |
title |
Self-management interventions targeted math calculation skills most often, with mean effect sizes of 2.66 for social studies, 2.28 for reading, 1.97 for math, and 1.13 for writing |
description |
Self-management interventions targeted math calculation skills most often, with mean effect sizes of 2.66 for social studies, 2.28 for reading, 1.97 for math, and 1.13 for writing |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2005 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mooney-2005 |
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