The review found evidence supporting generalization and maintenance of self-management intervention effects for students with emotional and behavioral disorders¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was evidence to support a claim of the generalization and maintenance of intervention findings across the included studies. → 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

q2 · i? · quant-synthesis · r?

The review's abstract states its conclusion about generalization and maintenance of self-management intervention effects; no effect size, count of studies, or supporting statistics for this finding are printed in the available text.

"There was evidence to support a claim of the generalization and maintenance of findings."

Discussion¶

Related Claims¶

• Academic self-management interventions for students with emotional and behavioral disorders show a large overall mean effect size of 1.80 across 22 studies — related
• 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 — related
• Self-instruction techniques yielded the highest mean effect size (2.71) among self-management intervention types, with self-monitoring the predominant technique used — related
• Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research — related