Select self-management configurations based on review evidence for specific intervention approaches¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 quant-synthesis), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The review's stated purpose includes understanding "the effectiveness of specific, commonly utilized intervention approaches", and the authors state that "Implications for selecting self-management configurations, as well as conducting future research, are discussed." Practitioners should therefore choose among configurations such as prompted self-monitoring, self-monitoring plus reinforcement, or prompted self-monitoring plus graphing using the configuration-specific evidence the review assembles.

Design Implications¶

Context¶

Requirements¶

• Practitioners need access to configuration-specific effect size evidence, since mean effects vary in heterogeneity across configurations.

Constraints¶

• Selection guidance is grounded in single-case design studies with school-aged students; heterogeneity limits generalization across grade levels, disability status, and settings.

Target Learners¶

• School-aged students, including those with disabilities and those in general or special education settings

Target Learning Goals¶

• Improved student classroom behavior (e.g., on-task behavior, reduced disruptive behavior)

Affordances¶

• Eight Primary Self Management Configurations Taxonomy

Claims¶

• Prompted self-monitoring is the most frequently used self-management configuration in school-based single-case research [+W]
• Substantial variability exists in the specific components used across self-management interventions despite established effectiveness [+W]
• Effect size heterogeneity in self-management interventions may be explained by grade level, disability status, and general versus special education setting [+W]
• Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research [+W]

Related Strategies¶

• SOAP (Specific, Observable, Appropriate, Personal)

Examples¶

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Key Sources¶

• Briesch, A.M., Daniels, B. & Beneville, M. (2019). Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature. J Behav Educ 28, 54–77. https://doi.org/10.1007/s10864-018-9303-1