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

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

doi:10.1080/01443410123466

Cited by 27 publications

(12 citation statements)

References 40 publications

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“…Several studies reported successful maintenance of treatment effects over time among all participants in research that included systematic stimulus fading (Moore et al 2001;Merriman and Codding 2008).…”

Section: Resultsmentioning

confidence: 99%

Goal Setting Interventions: Implications for Participants on the Autism Spectrum

Carr

Moore

Anderson

2014

Rev J Autism Dev Disord

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Single-case research design studies that included a goal setting component in interventions for a broad array of participants engaged in a learner role were reviewed. A systematic search of the empirical literature identified 38 studies that met the inclusion criteria. These studies were evaluated in terms of participant characteristics, who set the goals (self or other), how goals were incorporated into interventions, type of behavior change goal setting was applied to and whether maintenance and generalization of intervention effects was assessed. Results highlight the potential benefits of including a self-set goal component in interventions aimed at assisting participants across the autism spectrum to achieve independent functioning. An agenda is proposed for future research exploring goal setting for this population.

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Section: Resultsmentioning

confidence: 99%

Goal Setting Interventions: Implications for Participants on the Autism Spectrum

Carr

Moore

Anderson

2014

Rev J Autism Dev Disord

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“…Self-management training involves teaching to (a) discriminate between appropriate and inappropriate behaviors, (b) self-monitor and self-record one's own behavior, and (c) the delivery of reinforcement (Korotitsch & Nelson-Grey, 1999). Self-management has been described as a pivotal response that can lead to widespread and generalized behavior gains (Koegel, Koegel, Harrower, & Carter, 1999), promote generalization and maintenance, and be easily implemented in natural settings, without demanding much caregiver time (see, e.g., Moore, Prebble, Robertson, Waetford, & Anderson, 2001). Researchers have reported promising results with self-management procedures across a range of populations (Ganz & Sigafoos, 2005;Harchik, Sherman, & Sheldon, 1992;Moore, Anderson, Glassenbury, Lang, & Didden, 2013) and behaviors (Callahan & Rademacher, 1999;Koegel & Koegel, 1990).…”

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confidence: 95%

Using a Self-Management Intervention to Increase Compliance in Children With ASD

Lui

Moore

Anderson

2014

Child & Family Behavior Therapy

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This two-study series examined the effectiveness of self-management in increase compliance with parental requests. Three boys diagnosed with Autism Spectrum Disorder and their parents participated. The intervention involved self-monitoring combined with parent-delivered reinforcement. A multiple baseline design was used. The intervention was successful in increasing rates of compliance and reducing problem behavior in training and generalization settings with each participant. Social validity was high and treatment integrity data indicated that the intervention could be readily implemented by parents. Study 2 also provided evidence of a strong treatment effect for the self-management beyond a small effect for effective instructional delivery.

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“…They also called for research to evaluate various ways of teaching goal setting in a self-management intervention. Researchers have incorporated guided goal setting with self-monitoring and teacher feedback in a self-management intervention package designed to improve homework completion and accuracy for high school students with ADHD (Merriman & Codding, 2008) and academic engagement for typical elementary students with classroom disruptive behaviors (Moore, Prebble, Robertson, Waetford, & Anderson, 2001). In Merriman and Codding (2008), an individual goal-setting meeting was conducted with each student prior to the intervention.…”

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confidence: 99%

Using Self-Monitoring With Guided Goal Setting to Increase Academic Engagement for a Student With Autism in an Inclusive Classroom in China

Wang

Lee

et al. 2016

J Spec Educ

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The purpose of this study was to investigate whether using self-monitoring with guided goal setting was effective in increasing academic engagement for a student with autism who frequently displayed disruptive behaviors in an inclusive classroom in China. A 9-year-old male student with autism participated in this study. A changing criterion single-subject design was used. Training on self-monitoring took place outside of the classroom prior to the implementation of self-monitoring and guided goal setting in the language art class in an inclusive classroom. The goal was gradually increased and determined by the student’s best performance on the previous phase. Results showed an increase in the student’s academic engagement during intervention. The student also maintained a high level of academic engagement during 1-week follow-up sessions without self-monitoring.

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

Cited by 27 publications

References 40 publications

Goal Setting Interventions: Implications for Participants on the Autism Spectrum

Goal Setting Interventions: Implications for Participants on the Autism Spectrum

Using a Self-Management Intervention to Increase Compliance in Children With ASD

Using Self-Monitoring With Guided Goal Setting to Increase Academic Engagement for a Student With Autism in an Inclusive Classroom in China

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