Self-management (SM) intervention framework: eleven self-directed elements spanning assessment, monitoring, and evaluation of behavioral performance¶

Theory · All theories
Evidence · 6 claims (5 for, 1 mixed) · 3 studies (3 quant-synthesis), q3 · 1 of 3 report an effect size · 5 claims rest on one study

Description¶

The review defines SM as "a set of strategies that students are trained in to assess, monitor, and/or evaluate their own behavioral performance", drawing on behavioral psychology and cognitive-behavioral theories. An SM intervention comprises one or a combination of 11 elements, from self-selecting and self-defining a target behavior, self-determining a performance goal, and self-identifying reinforcers, through self-observing, self-recording, and self-charting observations, to self-appraising performance and self-administering primary or secondary reinforcers. The framework distinguishes a training stage from a procedural stage in which students enact these processes during implementation.

Design Implications¶

Context¶

Requirements¶

• Students should be trained in the skills needed for SM before they actually engage in following SM procedures

Constraints¶

• The review notes no manualized SM programs are available that sequence empirically supported elements of student training, so training type, quality, and degree vary greatly across studies
• Individuals with severe or profound intellectual disability may not benefit from SM

Target Learners¶

• School-age students (5-21 years) with challenging classroom behaviors, regular and special education

Target Learning Objectives¶

• Reducing challenging classroom behaviors (aggression, antisocial, insubordinate) and increasing prosocial, on-task, and direction-following behavior; improving academic outcomes

Claims¶

• Sm Interventions Improve Classroom Behaviors Scd Meta [+M]
• 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 [+W]
• Single-case effects of self-management interventions are not moderated by intervention characteristics (duration, fidelity assessment, fidelity method, or training) [~W]
• Group-design studies show a significant main effect of self-management interventions on classroom behaviors (g = 0.63), but rest on only four studies [+M]
• Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies [+M]
• Self Monitoring Improves On Task Behavior [+M]

Related Theories¶

• Mechanisms of change in self-management interventions: reactivity to self-monitoring and perceived autonomy

Examples¶

• Self-Monitoring of Behavior
• Self-Monitoring of Performance (SMP)
• Whole Class Self-Monitoring
• Self-Monitoring of Attention (SMA)
• SOAP (Specific, Observable, Appropriate, Personal)
• Implement school-based self-monitoring by selecting and defining a target behavior, then adding self-assessment and self-recording

Key Sources¶

• 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