Reported Use and Acceptability of Self-Management Interventions to Target Behavioral Outcomes
Abstract Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were present...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Briesch, Amy M. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2014 |
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| Schlagwörter: |
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| Anmerkung: |
© California Association of School Psychologists 2014 |
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| Übergeordnetes Werk: |
Enthalten in: Contemporary school psychology - New York, NY [u.a.] : Springer, 1996, 18(2014), 4 vom: 07. Juni, Seite 222-231 |
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| Übergeordnetes Werk: |
volume:18 ; year:2014 ; number:4 ; day:07 ; month:06 ; pages:222-231 |
| Links: |
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| DOI / URN: |
10.1007/s40688-014-0016-8 |
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| Katalog-ID: |
SPR037395106 |
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| 520 | |a Abstract Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as well as examples of elements that may be incorporated including observing and recording one’s own behavior, administering rewards based on self-ratings, and graphing one’s behavior to keep track of progress across time. They were then asked to describe their knowledge, use, and acceptability of such interventions through a 10-item questionnaire. The majority of respondents reported being familiar with, and having used, a self-management intervention in the past year. However, respondents differed widely in terms of the number of components used and the manner in which they were implemented (e.g., types of prompts or evaluative standards utilized). Although many benefits of this intervention approach were highlighted such as increased student empowerment and independence, perceived obstacles to implementation were also noted including lack of treatment integrity and insufficient available resources. Both limitations of the current study, as well as recommendations for applied research and practice, are discussed. | ||
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10.1007/s40688-014-0016-8 doi (DE-627)SPR037395106 (SPR)s40688-014-0016-8-e DE-627 ger DE-627 rakwb eng Briesch, Amy M. verfasserin aut Reported Use and Acceptability of Self-Management Interventions to Target Behavioral Outcomes 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2014 Abstract Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as well as examples of elements that may be incorporated including observing and recording one’s own behavior, administering rewards based on self-ratings, and graphing one’s behavior to keep track of progress across time. They were then asked to describe their knowledge, use, and acceptability of such interventions through a 10-item questionnaire. The majority of respondents reported being familiar with, and having used, a self-management intervention in the past year. However, respondents differed widely in terms of the number of components used and the manner in which they were implemented (e.g., types of prompts or evaluative standards utilized). Although many benefits of this intervention approach were highlighted such as increased student empowerment and independence, perceived obstacles to implementation were also noted including lack of treatment integrity and insufficient available resources. Both limitations of the current study, as well as recommendations for applied research and practice, are discussed. Self-management (dpeaa)DE-He213 Behavioral intervention (dpeaa)DE-He213 Classroom behavior (dpeaa)DE-He213 Briesch, Jacquelyn M. aut Mahoney, Corrine aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 18(2014), 4 vom: 07. Juni, Seite 222-231 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:18 year:2014 number:4 day:07 month:06 pages:222-231 https://dx.doi.org/10.1007/s40688-014-0016-8 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_65 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_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 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_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_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 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_2118 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_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 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_4393 GBV_ILN_4700 AR 18 2014 4 07 06 222-231 |
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10.1007/s40688-014-0016-8 doi (DE-627)SPR037395106 (SPR)s40688-014-0016-8-e DE-627 ger DE-627 rakwb eng Briesch, Amy M. verfasserin aut Reported Use and Acceptability of Self-Management Interventions to Target Behavioral Outcomes 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2014 Abstract Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as well as examples of elements that may be incorporated including observing and recording one’s own behavior, administering rewards based on self-ratings, and graphing one’s behavior to keep track of progress across time. They were then asked to describe their knowledge, use, and acceptability of such interventions through a 10-item questionnaire. The majority of respondents reported being familiar with, and having used, a self-management intervention in the past year. However, respondents differed widely in terms of the number of components used and the manner in which they were implemented (e.g., types of prompts or evaluative standards utilized). Although many benefits of this intervention approach were highlighted such as increased student empowerment and independence, perceived obstacles to implementation were also noted including lack of treatment integrity and insufficient available resources. Both limitations of the current study, as well as recommendations for applied research and practice, are discussed. Self-management (dpeaa)DE-He213 Behavioral intervention (dpeaa)DE-He213 Classroom behavior (dpeaa)DE-He213 Briesch, Jacquelyn M. aut Mahoney, Corrine aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 18(2014), 4 vom: 07. Juni, Seite 222-231 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:18 year:2014 number:4 day:07 month:06 pages:222-231 https://dx.doi.org/10.1007/s40688-014-0016-8 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_65 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_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 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_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_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 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_2118 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_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 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_4393 GBV_ILN_4700 AR 18 2014 4 07 06 222-231 |
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reported use and acceptability of self-management interventions to target behavioral outcomes |
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Reported Use and Acceptability of Self-Management Interventions to Target Behavioral Outcomes |
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Abstract Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as well as examples of elements that may be incorporated including observing and recording one’s own behavior, administering rewards based on self-ratings, and graphing one’s behavior to keep track of progress across time. They were then asked to describe their knowledge, use, and acceptability of such interventions through a 10-item questionnaire. The majority of respondents reported being familiar with, and having used, a self-management intervention in the past year. However, respondents differed widely in terms of the number of components used and the manner in which they were implemented (e.g., types of prompts or evaluative standards utilized). Although many benefits of this intervention approach were highlighted such as increased student empowerment and independence, perceived obstacles to implementation were also noted including lack of treatment integrity and insufficient available resources. Both limitations of the current study, as well as recommendations for applied research and practice, are discussed. © California Association of School Psychologists 2014 |
| abstractGer |
Abstract Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as well as examples of elements that may be incorporated including observing and recording one’s own behavior, administering rewards based on self-ratings, and graphing one’s behavior to keep track of progress across time. They were then asked to describe their knowledge, use, and acceptability of such interventions through a 10-item questionnaire. The majority of respondents reported being familiar with, and having used, a self-management intervention in the past year. However, respondents differed widely in terms of the number of components used and the manner in which they were implemented (e.g., types of prompts or evaluative standards utilized). Although many benefits of this intervention approach were highlighted such as increased student empowerment and independence, perceived obstacles to implementation were also noted including lack of treatment integrity and insufficient available resources. Both limitations of the current study, as well as recommendations for applied research and practice, are discussed. © California Association of School Psychologists 2014 |
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Abstract Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as well as examples of elements that may be incorporated including observing and recording one’s own behavior, administering rewards based on self-ratings, and graphing one’s behavior to keep track of progress across time. They were then asked to describe their knowledge, use, and acceptability of such interventions through a 10-item questionnaire. The majority of respondents reported being familiar with, and having used, a self-management intervention in the past year. However, respondents differed widely in terms of the number of components used and the manner in which they were implemented (e.g., types of prompts or evaluative standards utilized). Although many benefits of this intervention approach were highlighted such as increased student empowerment and independence, perceived obstacles to implementation were also noted including lack of treatment integrity and insufficient available resources. Both limitations of the current study, as well as recommendations for applied research and practice, are discussed. © California Association of School Psychologists 2014 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR037395106</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230328182456.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s2014 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s40688-014-0016-8</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR037395106</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s40688-014-0016-8-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Briesch, Amy M.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Reported Use and Acceptability of Self-Management Interventions to Target Behavioral Outcomes</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2014</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© California Association of School Psychologists 2014</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as well as examples of elements that may be incorporated including observing and recording one’s own behavior, administering rewards based on self-ratings, and graphing one’s behavior to keep track of progress across time. They were then asked to describe their knowledge, use, and acceptability of such interventions through a 10-item questionnaire. The majority of respondents reported being familiar with, and having used, a self-management intervention in the past year. However, respondents differed widely in terms of the number of components used and the manner in which they were implemented (e.g., types of prompts or evaluative standards utilized). 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