Use self-management interventions to target academic outcomes for students with emotional and behavioral disorders, prioritizing under-studied areas such as writing¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 2 studies (2 quant-synthesis), q3 · 1 of 2 report an effect size · 5 claims rest on one study

Description¶

Based on the review's findings, practitioners and researchers can implement self-management techniques (self-monitoring, self-evaluation, self-instruction, strategy instruction, or multiple-component packages) to improve academic outcomes for students with emotional and behavioral disorders. The review notes that "Interventions targeted improvement in math calculation skills more than any other area," implying other academic areas received less intervention attention. The large mean effect sizes across areas support applying these techniques to academic skill deficits in this population.

Design Implications¶

Context¶

Requirements¶

• Interventions should match one of the reviewed self-management technique types and target a measurable academic outcome

Constraints¶

• Evidence base consists of single-subject studies with 78 total participants; writing showed the lowest mean ES (1.13)

Target Learners¶

• children and adolescents with emotional and behavioral disorders

Target Learning Goals¶

• improvement in academic skills such as math calculation, reading, writing, and social studies

Affordances¶

• Self Management Intervention Type Taxonomy Ebd

Claims¶

• 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 [+M]
• The review found evidence supporting generalization and maintenance of self-management intervention effects for students with emotional and behavioral disorders [+W]
• Self-instruction techniques yielded the highest mean effect size (2.71) among self-management intervention types, with self-monitoring the predominant technique used [+M]
• Academic self-management interventions for students with emotional and behavioral disorders show a large overall mean effect size of 1.80 across 22 studies [+M]
• Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research [+M]

Related Strategies¶

Examples¶

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Key Sources¶

• 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