Group-design studies show a significant main effect of self-management interventions on classroom behaviors (g = 0.63), but rest on only four studies¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2·i2medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i2 Group-design studies revealed a significant main effect of self-management interventions for improving classroom behaviors (g = 0.63). → Smith 2022
Evidence¶
Smith 2022¶
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review. Campbell Systematic Reviews, 18, e1223. https://doi.org/10.1002/cl2.1223
q2 · i2 · quant-synthesis · r2
Meta-analysis of the group-design sample (4 studies, 422 participants, 11 behavioral effects; three experimental, one quasi-experimental) with robust variance estimation yielded the standardized mean difference effect size "g = 0.63, 95% CI [0.08, 1.17]".
"A significant main effect of self‐management interventions for improving classroom behaviors was also revealed for group‐design studies (g = 0.63, 95% CI [0.08, 1.17])."
Discussion¶
Related Claims¶
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- CW-FIT substantially increases teacher praise statements but shows no statistically significant effect on some reprimand measures — related
- School-based self-management interventions significantly and positively impact classroom behaviors of school-age students with challenging behaviors (single-case design synthesis) — related
- In time-series field studies of behavior modification, all 17 quasi-d feedback effects were positive with a mean quasi-d of 1.69 — related
- Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sm-group-design-main-effect-g063 |
title |
Group-design studies show a significant main effect of self-management interventions on classroom behaviors (g = 0.63), but rest on only four studies |
description |
Group-design studies show a significant main effect of self-management interventions on classroom behaviors (g = 0.63), but rest on only four studies |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — smith-2022 |
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