Effects of Self-Management Interventions on Challenging Behavior: A Systematic Review and Meta-Analysis

Author:

Smith Tyler E.1ORCID,Thompson Aaron M.2,Maynard Brandy R.3,Kim Anna M.2ORCID

Affiliation:

1. Department of Educational, School, & Counseling Psychology, University of Missouri, Columbia, USA

2. School of Social Work, University of Missouri, Columbia, USA

3. School of Social Work, Saint Louis University, St.Louis, USA

Abstract

Purpose: The systematic review and meta-analysis evaluated the effectiveness of self-management interventions on classroom behaviors and academic outcomes. Methods: Review procedures followed Campbell Collaboration guidelines to search, select, and extract data from published and unpublished studies employing an experimental/quasi-experimental comparison group or single-case experimental design assessing the effects of a self-management intervention in schools. Seventy-five single-case design studies (236 participants; 456 effects) and 4 comparison group studies (422 participants; 11 effects) were included. Results: Single-case results indicated self-management interventions positively impacted challenging behaviors (LRRi = 0.69 [0.59, 0.78]) and academic outcomes (LRRi = 0.58 [0.41, 0.76]). A significant main effect for improving challenging behaviors was revealed in group design studies ( g = 0.63 [0.08, 1.17]). Discussion: Limitations, including methodological shortcomings in the single-group design studies and the small number of comparison group studies, should be considered when interpreting findings. Implications for practice and future research are discussed.

Publisher

SAGE Publications

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