Extending Self‐management Strategies: The Use of a Classwide Approach

Hoff, Kathryn E.; Ervin, Ruth A.

doi:10.1002/pits.21666

Cited by 17 publications

(16 citation statements)

References 45 publications

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“…Taken together, these findings suggest that students who engage in moderate levels of disruptive behaviors may respond to class-wide interventions more readily than students with more intense behavior needs. This further supports previous research in which students with higher behavioral needs respond slower to class-wide self-management interventions (e.g., Hoff & Ervin, 2013;Trevino-Maack, Kamps, & Wills, 2015). The reduction in disruptive behavior for three of the students during the final intervention condition seems to support this hypothesis.…”

Section: Discussionsupporting

confidence: 89%

Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency

Bulla

Frieder

2018

Psychology in the Schools

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Teachers are responsible for providing an education to students of all ability levels. Recent data suggest that roughly 95% of students with a disability are receiving some form of education in their general education setting. Individuals with disabilities tend to engage in higher levels of disruptive behaviors (e.g., talking out in class, noncompliance, throwing materials) than peers without disabilities. With an increase in the number of students with disabilities receiving some form of education in their general education setting, teachers may be spending more time managing disruptive behaviors and less time teaching. Research suggests a strong relationship between classroom‐management techniques and academic achievement. These data highlight the importance of classroom‐management interventions that promote the learning of all students in the classroom. Despite the importance of classroom‐management techniques, a lack of training, as well as the feasibility of the interventions may prevent the ultimate adoption and long‐term success of effective techniques. Self‐management is a potential solution, as self‐management techniques can be easily trained and implemented.

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Section: Discussionsupporting

confidence: 89%

Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency

Bulla

Frieder

2018

Psychology in the Schools

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“…Self-monitoring in this study showed similar effects to teacher monitoring, as did studies of Tiger et al (2009) and Hoff and Ervin (2013). Self-monitoring is an efficient technique that promotes generalization (Stokes & Baer, 1977).…”

Section: Discussionsupporting

confidence: 73%

“…In their critical review of the research on self-monitoring interventions, Webber, Scheuermann, McCall, and Coleman (1993) described how self-monitoring interventions could have potential benefits over teacher-monitoring interventions in special education classrooms, but at the time few studies had compared these approaches in special education environments. Hoff and Ervin (2013) implemented teacher-led interventions in classrooms and showed that disruptive behaviors decreased in three students. Although all three monitoring approaches increased student responding, teachers' responses to a questionnaire indicated that peer-monitoring and self-monitoring strategies were easier to implement, demonstrating that interventions that focus on self-monitoring can potentially decrease teachers' workloads.…”

Section: Self-monitoring Interventionsmentioning

confidence: 99%

Increasing Compliance in Students With Intellectual Disabilities Using Functional Behavioral Assessment and Self-Monitoring

Wadsworth

Hansen

Wills

2014

Remedial and Special Education

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Noncompliance in three elementary age students with intellectual disabilities was assessed using functional behavioral assessments. Escape was identified as the primary function of the behavior in all three students, and access to tangible items was identified in one of the students as a secondary function. Teacher-monitoring and self-monitoring interventions were implemented within a multiple baseline design across three students to increase compliance. Results demonstrated that the intervention was effective and that all three students increased compliance during teacher-monitoring and self-monitoring conditions. These results are discussed in terms of recent research on function-based self-monitoring interventions.

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“…Two SSD studies applying an antecedent-based [ 50 ] and a self-regulation intervention [ 51 ] produced effect sizes of 1.96 and 2.53, respectively. For the other two SSD studies applying a consequence-based and a self-regulation intervention, mean class’ disruptive behavior decreased on average with 52% and 36% respectively during intervention phases as compared to baseline phases [ 52 ].…”

Section: Resultsmentioning

confidence: 99%

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

et al. 2016

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Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students’ age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students’ age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates’ behavioral and academic outcomes.

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Extending Self‐management Strategies: The Use of a Classwide Approach

Cited by 17 publications

References 45 publications

Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency

Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency

Increasing Compliance in Students With Intellectual Disabilities Using Functional Behavioral Assessment and Self-Monitoring

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

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