School-based self-management interventions significantly and positively impact classroom behaviors of school-age students with challenging behaviors (single-case design synthesis)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q4
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q4 i? Across 75 single-case design studies, self-management interventions significantly and positively impacted student classroom behaviors (LRRi = 0.69). → 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 · r2
Meta-analysis of 75 single-case design studies (236 participants, 456 effects) using three-level hierarchical models with robust variance estimation. The pooled log response ratio for behavioral outcomes was "LRRi = 0.69, 95% confidence interval [CI] [0.59, 0.78]"; 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])"
Discussion¶
Related Claims¶
- Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies — related
- Self Monitoring Improves On Task Behavior — a narrower finding that bears on this claim
- 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
- Single-case effects of self-management interventions are not moderated by intervention characteristics (duration, fidelity assessment, fidelity method, or training) — related
- Prompted self-monitoring is the most frequently used self-management configuration in school-based single-case research — 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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sm-interventions-improve-classroom-behaviors-scd-meta |
title |
School-based self-management interventions significantly and positively impact classroom behaviors of school-age students with challenging behaviors (single-case design synthesis) |
description |
School-based self-management interventions significantly and positively impact classroom behaviors of school-age students with challenging behaviors (single-case design synthesis) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
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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