Self-recording With Goal Setting: a self-management programme for the classroom

Moore, D. W.; Prebble, Sherrell; Robertson, Jenny; Waetford, Rona; Anderson, Angelika

doi:10.1080/01443410120065469

Cited by 8 publications

(17 citation statements)

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“…In these three studies, students also reported strong buy-in to the procedures, which indicates that not only does allowing students to provide input about their goals result in positive perceptions about intervention, but also positive student outcomes. Similar findings were reported in multicomponent studies of self-management in terms of positive student perception and associated outcomes (e.g., McGoey et al, 2007;Moore et al, 2001). These findings are consistent with goal-setting theory, which emphasizes that when goals are self-set, people are more likely to be committed to attaining those goals (Locke & Latham, 2002).…”

Section: Independent Variable and Outcomessupporting

confidence: 79%

“…Goal setting was included as an additional self-management strategy in these multicomponent interventions. Five of seven studies reported students provided input about setting behavioral goals (Crum, 2004;Martin et al, 2003;McGoey et al, 2007;Moore et al, 2001;Smith et al, 1992); in all seven, students' goals were based on current performance levels. Five studies included reinforcement for meeting goals, and two did not report the use of reinforcement (Gureasko- Moore et al, 2007;Moore et al, 2001).…”

Section: Self-managementmentioning

confidence: 99%

“…Five of seven studies reported students provided input about setting behavioral goals (Crum, 2004;Martin et al, 2003;McGoey et al, 2007;Moore et al, 2001;Smith et al, 1992); in all seven, students' goals were based on current performance levels. Five studies included reinforcement for meeting goals, and two did not report the use of reinforcement (Gureasko- Moore et al, 2007;Moore et al, 2001). Across studies, students demonstrated improvements in class preparation (Gureasko- Moore et al, 2007), work completion (Gureasko- Moore et al, 2007;Martin et al, 2003;Smith et al, 1992), on-task behavior (Crum, 2004;Moore et al, 2001); decreases in disruptive (McGoey et al, 2007) and off-task behavior (Smith et al, 1992), but authors did not indicate there was a functional relation.…”

Section: Self-managementmentioning

confidence: 99%

“…Five studies included reinforcement for meeting goals, and two did not report the use of reinforcement (Gureasko- Moore et al, 2007;Moore et al, 2001). Across studies, students demonstrated improvements in class preparation (Gureasko- Moore et al, 2007), work completion (Gureasko- Moore et al, 2007;Martin et al, 2003;Smith et al, 1992), on-task behavior (Crum, 2004;Moore et al, 2001); decreases in disruptive (McGoey et al, 2007) and off-task behavior (Smith et al, 1992), but authors did not indicate there was a functional relation. Additionally, there were significant increases on Woodcock-Johnson academic achievement tests (Martin et al, 2003) and functionally related increases in effective communication and peer play (Marchant et al, 2007).…”

Section: Self-managementmentioning

confidence: 99%

“…Studies of self-management interventions contained multiple components with a specific focus on self-monitoring and self-evaluation (Crum, 2004;Gureasko-Moore, DuPaul, & White, 2007;Marchant et al, 2007;Martin et al, 2003;McGoey, Prodan, & Condit, 2007;Moore, Prebble, Robertson, Waetford, & Anderson, 2001;Smith, Young, Nelson, & West, 1992). Goal setting was included as an additional self-management strategy in these multicomponent interventions.…”

Section: Self-managementmentioning

confidence: 99%

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Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills, numerous strategies have been suggested, including goal setting. Whereas goal setting has focused mostly on academic and life skills, behavioral goal setting has received less attention, particularly in terms of determining best practices for effective goal setting in school-based interventions. Thus, the purpose of this review was to examine the existing literature on interventions using behavioral goal setting alone and behavioral goal setting as part of a multicomponent intervention for students with persistent behavior problems. Findings from 40 studies are discussed in terms of participants, setting, design, measures, intervention components, and outcomes with a specific focus on directions for future research and implications for practice.▪ The term "self-determination" has been used to describe a multitude of behaviors and beliefs that help people live independent, self-directed lives (Wehmeyer & Field, 2007). Carter, Lane, Crnobori, Bruhn, and Oakes (2011) reviewed the literature on self-determination interventions aimed at improving this broad group of metacognitive skills for students with and at risk for emotional or behavioral disorders (EBD). Interventions in their review focused on a range of skills, including making choices and decisions, problem-solving activities, goal setting, promoting self-advocacy skills, self-awareness, self-knowledge, self-assessment, and self-regulation. The most commonly studied self-determination strategy, according to their review, was self-regulation.

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Section: Independent Variable and Outcomessupporting

confidence: 79%

Section: Self-managementmentioning

confidence: 99%

Section: Self-managementmentioning

confidence: 99%

Section: Self-managementmentioning

confidence: 99%

Section: Self-managementmentioning

confidence: 99%

See 3 more Smart Citations

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Bruhn

McDaniel

Fernando

2016

Behavioral Disorders

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Increasing on-task behavior in the classroom: Extension of self-monitoring strategies

Amato-Zech¹,

2006

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We examined the effectiveness of a tactile self-monitoring prompt to increase on-task behaviors among 3 elementary-aged students in a special education classroom. Students were taught to self-monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self-monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self-monitoring intervention, students increased on-task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this selfmonitoring intervention. Limitations, implications, and future directions of these findings are discussed.

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Using Self‐management Interventions to Address General Education Behavioral Needs: Assessment of Effectiveness and Feasibility

Briesch

Daniels

2013

Psychology in the Schools

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A comprehensive self‐management intervention was utilized to increase the on‐task behavior of three African American students within an urban middle‐school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a centralized intervention coordinator for the management of training, implementation, and progress monitoring. Results suggested that implementation of the intervention resulted in improvement in on‐task behavior across all three students; however, problems with inconsistent implementation necessitated that modifications be made to the intervention procedures. Implications for the design and implementation of self‐management interventions within general education secondary‐level settings are discussed.

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Self-recording With Goal Setting: a self-management programme for the classroom

Cited by 8 publications

References 0 publications

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Increasing on-task behavior in the classroom: Extension of self-monitoring strategies

Using Self‐management Interventions to Address General Education Behavioral Needs: Assessment of Effectiveness and Feasibility

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