Self-instruction techniques yielded the highest mean effect size (2.71) among self-management intervention types, with self-monitoring the predominant technique used¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i3 large
Currency · newest study 2005 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 Mean effect sizes by intervention type were self-evaluation 1.13, self-monitoring 1.90, strategy instruction 1.75, self-instruction 2.71, and multiple-component interventions 2.11; self-monitoring was the most frequently used technique. → 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's synthesis of the 22 included studies reports printed effect sizes by intervention type, with self-instruction techniques highest at mean ES = 2.71 and self-evaluation lowest at mean ES = 1.13. Self-monitoring was "the predominant type of self-management technique used by researchers". No statistical test comparing types is reported in the available text.

"Self-monitoring interventions were the predominant type of self-management technique used by researchers. The mean ES for intervention types were self-evaluation (1.13), self-monitoring (1.90), strategy instruction techniques (1.75), self-instruction techniques (2.71), and multiple-component interventions (2.11)."

Discussion¶

Related Claims¶

• The review found evidence supporting generalization and maintenance of self-management intervention effects for students with emotional and behavioral disorders — related
• Mnemonic Instruction Improves Recall For Students With Disabilities — related
• The effectiveness of instructional techniques and procedures interacts with levels of learner prior knowledge, a pattern known as the expertise reversal effect — related
• Strategy Instruction Improves Learning — 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-monitoring intervention effects rest on four key components: selecting a target behavior, defining it, self-assessment, and self-recording — related