Meta‐analysis of behavioral self‐management techniques used by students with disabilities in inclusive settings

Abstract

This comprehensive review synthesizes findings from 29 studies in which students with disabilities utilized behavioral self‐management techniques in inclusive settings. Findings suggest that consistent with 2 earlier reviews of these types of studies, most behavioral self‐management techniques continue to be adaptable in inclusive settings with moderate to strong efficacy. This review identifies strengths as well common limitations of the studies, provides recommendations for future research and practice, and includes behavioral self‐management resources.

Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration

“…In the beginning, to support students in learning how to self-monitor, it is helpful to have designated stopping points, either at predetermined time intervals (e.g., set a timer for every 10 min) or at designated points in the lesson (e.g., after the reading fluency component). These stopping points allow students time to check in with themselves or a teacher to identify the extent to which they are meeting their goals (Harris et al, 2005;McDougall et al, 2017).…”

“…Through reflecting and revising their goals, students can learn to take ownership of their own learning and become more efficient and effective learners. In addition, students can graph their data, based on the number of points they are earning, to monitor progress over time (Johnson et al, 2012;McDougall et al, 2017). When progress is noted, students can be encouraged to think about what is working well and, what, if anything, can be changed or improved.…”

Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes

“…It is also helpful to preestablish a time in the lesson for students to state if they are meeting their goals. This time can be at regular intervals to allow for greater predictability, such as at the end of a section of the text, or randomly to facilitate spontaneous student engagement or goal-use checks (Harris et al, 2005;McDougall et al, 2017). Some students could also benefit from additional motivators, such as the use of a token economy, to incentivize meeting a goal during activities.…”

A Systematic Review of Tactile Prompting in Teacher Education

“…In parallel with special education teacher education, K-12 special educators have capitalized on emergent technologies for their students’ benefits. One promising technology with an increasing evidence base of efficacy for students with disabilities is tactile prompting (McDougall, Ornelles, Mersberg, & Amona, 2015). A prompt is defined as a supplemental stimulus that evokes correct responding (Dietz & Malone, 1985).…”