Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature
Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Briesch, Amy M. [verfasserIn] Daniels, Brian [verfasserIn] Beneville, Margaret [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2018 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Journal of behavioral education - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991, 28(2018), 1 vom: 15. Juni, Seite 54-77 |
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| Übergeordnetes Werk: |
volume:28 ; year:2018 ; number:1 ; day:15 ; month:06 ; pages:54-77 |
| Links: |
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| DOI / URN: |
10.1007/s10864-018-9303-1 |
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| Katalog-ID: |
SPR014178575 |
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| 520 | |a Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed. | ||
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| 700 | 1 | |a Daniels, Brian |e verfasserin |4 aut | |
| 700 | 1 | |a Beneville, Margaret |e verfasserin |4 aut | |
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10.1007/s10864-018-9303-1 doi (DE-627)SPR014178575 (SPR)s10864-018-9303-1-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Briesch, Amy M. verfasserin aut Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed. Self-management (dpeaa)DE-He213 Classroom intervention (dpeaa)DE-He213 Behavioral intervention (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Single-case design (dpeaa)DE-He213 Daniels, Brian verfasserin aut Beneville, Margaret verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 28(2018), 1 vom: 15. Juni, Seite 54-77 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:28 year:2018 number:1 day:15 month:06 pages:54-77 https://dx.doi.org/10.1007/s10864-018-9303-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 28 2018 1 15 06 54-77 |
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10.1007/s10864-018-9303-1 doi (DE-627)SPR014178575 (SPR)s10864-018-9303-1-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Briesch, Amy M. verfasserin aut Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed. Self-management (dpeaa)DE-He213 Classroom intervention (dpeaa)DE-He213 Behavioral intervention (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Single-case design (dpeaa)DE-He213 Daniels, Brian verfasserin aut Beneville, Margaret verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 28(2018), 1 vom: 15. Juni, Seite 54-77 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:28 year:2018 number:1 day:15 month:06 pages:54-77 https://dx.doi.org/10.1007/s10864-018-9303-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 28 2018 1 15 06 54-77 |
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10.1007/s10864-018-9303-1 doi (DE-627)SPR014178575 (SPR)s10864-018-9303-1-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Briesch, Amy M. verfasserin aut Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed. Self-management (dpeaa)DE-He213 Classroom intervention (dpeaa)DE-He213 Behavioral intervention (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Single-case design (dpeaa)DE-He213 Daniels, Brian verfasserin aut Beneville, Margaret verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 28(2018), 1 vom: 15. Juni, Seite 54-77 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:28 year:2018 number:1 day:15 month:06 pages:54-77 https://dx.doi.org/10.1007/s10864-018-9303-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 28 2018 1 15 06 54-77 |
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10.1007/s10864-018-9303-1 doi (DE-627)SPR014178575 (SPR)s10864-018-9303-1-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Briesch, Amy M. verfasserin aut Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed. Self-management (dpeaa)DE-He213 Classroom intervention (dpeaa)DE-He213 Behavioral intervention (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Single-case design (dpeaa)DE-He213 Daniels, Brian verfasserin aut Beneville, Margaret verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 28(2018), 1 vom: 15. Juni, Seite 54-77 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:28 year:2018 number:1 day:15 month:06 pages:54-77 https://dx.doi.org/10.1007/s10864-018-9303-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 28 2018 1 15 06 54-77 |
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10.1007/s10864-018-9303-1 doi (DE-627)SPR014178575 (SPR)s10864-018-9303-1-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Briesch, Amy M. verfasserin aut Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed. Self-management (dpeaa)DE-He213 Classroom intervention (dpeaa)DE-He213 Behavioral intervention (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Single-case design (dpeaa)DE-He213 Daniels, Brian verfasserin aut Beneville, Margaret verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 28(2018), 1 vom: 15. Juni, Seite 54-77 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:28 year:2018 number:1 day:15 month:06 pages:54-77 https://dx.doi.org/10.1007/s10864-018-9303-1 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 28 2018 1 15 06 54-77 |
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Briesch, Amy M. @@aut@@ Daniels, Brian @@aut@@ Beneville, Margaret @@aut@@ |
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Briesch, Amy M. |
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Briesch, Amy M. ddc 370 bkl 81.00 misc Self-management misc Classroom intervention misc Behavioral intervention misc Meta-analysis misc Single-case design Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature |
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370 150 ASE 81.00 bkl Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature Self-management (dpeaa)DE-He213 Classroom intervention (dpeaa)DE-He213 Behavioral intervention (dpeaa)DE-He213 Meta-analysis (dpeaa)DE-He213 Single-case design (dpeaa)DE-He213 |
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unpacking the term “self-management”: understanding intervention applications within the school-based literature |
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Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature |
| abstract |
Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed. |
| abstractGer |
Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed. |
| abstract_unstemmed |
Abstract Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed. |
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Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature |
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https://dx.doi.org/10.1007/s10864-018-9303-1 |
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Daniels, Brian Beneville, Margaret |
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10.1007/s10864-018-9303-1 |
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2024-07-04T00:29:07.789Z |
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| score |
7.400403 |