Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review

Abstract

Background: Challenging classroom behaviors can interfere with student social and academic functioning and may be harmful to everyone in schools. Self-management interventions within schools can address these concerns by helping students develop necessary social, emotional, and behavioral skills. Thus, the current systematic review synthesized and analyzed school-based self-management interventions used to address challenging classroom behaviors. Objectives: The current study aimed to inform practice and policy by (a) evaluating the effectiveness of self-management interventions at improving classroom behaviors and academic outcomes and (b) examining the state of research for selfmanagement interventions based on existing literature. Search Methods: Comprehensive search procedures included electronically searching online databases (e.g., EBSCO Academic Search Premier, MEDLINE, ERIC, PsycINFO), hand-searching 19 relevant journals (e.g., School Mental Health, Journal of School Psychology), reference-list searching 21 relevant reviews, and searching gray literature (e.g., contacting authors, searching online dissertation/theses databases and national government clearinghouses/websites). Searches were completed through December of 2020. Selection Criteria: Included studies employed either a multiple group-design (i.e., experimental or quasi-experimental) or single-case experimental research design and met the following criteria: (a) utilized a self-management intervention, (b) conducted in a school setting, (c) included school-aged students, and (d) assessed classroom behaviors.Data Collection and Analysis: Standard data collection procedures expected by the Campbell Collaboration were used in the current study. Analyses for single-case design studies incorporated three-level hierarchical models to synthesize main effects, and meta-regression for moderation. Further, robust variance estimation was applied to both single-case design and group-design studies to account for dependency issues.

Efficacy of a psychoeducational program on soft skills to reduce disruptive behavior among students in the Peruvian Amazon

“…(24) La colaboración entre la investigación y la práctica es fundamental para desarrollar estrategias innovadoras y personalizadas que aborden de manera efectiva estos desafíos, creando entornos educativos inclusivos y enriquecedores que fomenten el éxito y el bienestar de todos los estudiantes. (25) A pesar de los resultados positivos, es importante tener en cuenta las limitaciones de esta investigación. En primer lugar, la ausencia de un seguimiento a largo plazo de los efectos de la intervención del programa psicoeducativo.…”

Relationships between externalising behaviour, teachers’ academic expectations and student achievement: a systematic review protocol

“…In literature relevant to education, externalising behaviour is examined under a range of related terms. For instance, in the field of classroom behaviour management, externalising behaviours perceived to affect the functioning of teachers and peers are often described as disruptive or challenging (Prochnow & Macfarlane, 2011;Smith et al, 2022). The term behaviours that challenge is sometimes favoured (especially in special education) to stress thatrather than being inherently challengingthe degree to which a behaviour is problematic depends on the perceptions of the person engaged the behaviour and the people with whom they are interacting (Sackville-Ford, 2019).…”

Teacher readiness for the prevention and correction of emotional disturbance in primary school children with attention deficit hyperactivity disorder

“…T. E. Smith и A. M. Thompson отмечают, что для улучшения поведения учащих- ся с СДВГ и их академических результатов могут быть успешно использованы мероприятия по самоуправлению. В частности, речь идет об элементах самоуправления, связанных с самостоятельным определением цели деятельности, [8]. P. J. Carrillo-López с коллегами, основываясь на результатах проведенного исследования, делают вывод о том, что низкий уровень внимания у школьников в начальных классах имеет взаимосвязь с высоким уровнем восприятия ими практики метакогнитивной оценки, связанной с внутренней обработкой информации и с практикой ретроактивной оценки, которая связана с ожиданием трудностей в обучении.…”

“…Obrazovanie i nauka = Educación y Ciencia. 2023; 25 (8): 186-219. DOI: 10.17853/1994-5639-2023-8-186-219…”