Academic self-management interventions for students with emotional and behavioral disorders show a large overall mean effect size of 1.80 across 22 studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i3 large
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Across 22 included studies involving 78 participants, the overall mean effect size of academic self-management interventions for students with emotional and behavioral disorders was 1.80 (range –0.46 to 3.00), indicating generally large and educationally meaningful effects. → 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 · r?

Systematic review of single-subject intervention research: 22 studies in 20 articles with 78 participants met inclusionary criteria. The review reports a printed effect size, mean ES = 1.80 (range –0.46 to 3.00), "indicating effects were generally large in magnitude and educationally meaningful." The range includes one negative effect, so effects were not uniformly large.

"Twenty-two studies published in 20 articles and involving 78 participants met inclusionary criteria. The overall mean effect size (ES) across those studies was 1.80 (range –0.46 to 3.00), indicating effects were generally large in magnitude and educationally meaningful."

Discussion¶

Related Claims¶

• The review found evidence supporting generalization and maintenance of self-management intervention effects for students with emotional and behavioral disorders — related
• Self-instruction techniques yielded the highest mean effect size (2.71) among self-management intervention types, with self-monitoring the predominant technique used — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research — related
• Self-monitoring interventions produce strong effects for students with ASD across behavioral targets and school settings (overall Tau-U = .83) — related
• 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