Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q4 i? Single-case design results indicated self-management interventions significantly and positively impacted academic outcomes (LRRi = 0.58). → 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

q4 · i? · quant-synthesis · r3

Same single-case meta-analysis (105 academic effects among 456 total effects). The pooled log response ratio effect size for academic outcomes, including achievement and work completion, was "LRRi = 0.58, 95% CI [0.41, 0.76]"; no standardized effect size (d, g, r) is printed for this finding.

"Single‐case design results indicated that self‐management interventions significantly and positively impacted both student classroom behaviors (LRRi = 0.69, 95% confidence interval [CI] [0.59, 0.78]) and academic outcomes (LRRi = 0.58, 95% CI [0.41, 0.76])."

Discussion¶

Related Claims¶

• School-based self-management interventions significantly and positively impact classroom behaviors of school-age students with challenging behaviors (single-case design synthesis) — related
• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
• SRL interventions in a four-week online mathematics preparation course did not significantly change the mathematics overall score (interaction marginal), while the mathematics focus score on self-chosen chapters showed a statistically significant group by time interaction — related
• Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research — related
• Self Monitoring Improves On Task Behavior — related
• Single-case effects of self-management interventions are not moderated by intervention characteristics (duration, fidelity assessment, fidelity method, or training) — related
• Single-case effects of self-management interventions are moderated by student race and special education status, with more pronounced effects for African American students and students receiving special education services — related
• Prompted self-monitoring is the most frequently used self-management configuration in school-based single-case research — related
• Group-design studies show a significant main effect of self-management interventions on classroom behaviors (g = 0.63), but rest on only four studies — related
• Single-case studies yielded a larger average effect size (g = 1.94) than group studies (g = 0.41) in this meta-analysis — related
• Monitoring tools produce a moderate effect on academic achievement (d = 0.42), supporting a reactivity effect — related