The use of self-management procedures by people with developmental disabilities: A brief review

Harchik, Alan E.; Sherman, James A.; Sheldon, Jan B.

doi:10.1016/0891-4222(92)90026-3

Cited by 54 publications

(45 citation statements)

References 55 publications

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“…The percentage of scheduled daily activities completed independently increased from 37% during baseline to 88% after intervention. Because individuals with mild disabilities continue to lag behind those without disabilities in virtually every indicator of independent living (Czajka, 1984;Hasazi, Gordon, & Roe, 1985), this intervention may be effective in increasing skills in self-regulation and daily planning (DiGangi & Maag, 1992;DiGangi et al, 1991;Graham et al, 1992;Harchik et al, 1992;Prater et al, 1991).…”

Section: Discussionmentioning

confidence: 98%

“…These activities included a wide range of academic, personal, social, and vocational responsibilities. Harchik et al (1992) pointed out that most research in the area of self-monitoring is confined to one or two specific tasks or limited to one setting. The intervention in this study was applied across several domains of school, work, and home, enabling the students to learn self-monitoring through daily scheduling in various skill areas and settings.…”

Section: Discussionmentioning

confidence: 98%

“…Harchik et al (1992) reported that selfmonitoring was most frequently used to monitor a specific task or behavior established by the researcher. None of the 59 studies they reviewed included opportunities for the participants to select responses to be self-monitored.…”

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confidence: 99%

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The Use of a Daily Calendar to Increase Responsibilities Fulfilled by Secondary Students with Special Needs

Flores

Schloss

Alper

1995

Remedial and Special Education

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T ) may be particularly useful for achieving this end. Self-monitoring involves teaching students to monitor and record their own behavior (Schloss, Smith, & Schloss, 1990).Harchik, Sherman, and Sheldon (1992) identified the following advantages of self-monitoring: (a) An individual may control behavior when the natural contingencies are too delayed, too improbable, or too small to be effective, (b) an individual may act without constant direct supervision by others, and (c) increased opportunities for control are provided. Increased control over a specific situation may increase participation, reduce problem behaviors, and improve satisfaction without hindering performance (Bannerman, Sheldon, Sherman, & Harchik, 1990).Prater, Joy, Chilman, Temple, and Miller (1991) conducted a study in which adolescents with learning disabilities participated. Their results showed that the participants successfully learned to implement self-monitoring procedures in special and general education settings. The students improved on-task behavior and academic performance.DiGangi, Maag, and Rutherford (1991) demonstrated the efficacy of self-graphing with two students with learning disabilities. On-task behavior and academic performance improved during self-monitoring, with additional increases attributed to self-graphing. DiGangi and Maag (1992) reported positive effects of self-monitoring training on the appropriate and inappropriate verbal behaviors of three students with behavior disorders.Harchik, Sherman, and Sheldon (1992) reviewed 59 studies that dealt with self-monitoring, and suggested five recommendations for further study. These included (a) identification of entry-level skills needed to use selfmonitoring procedures, (b) investigation of specific methods of self-monitoring appropriate across a variety of settings, (c) analysis of responses that appear most amenable to modification by self-monitoring procedures, (d) evaluation of natural reinforcers in promoting self-monitoring, and (e) application of the results of self-monitoring research to teacher training and self-advocacy programs for persons at UNIV OF WESTERN ONTARIO on June 7, 2015 rse.sagepub.com Downloaded from

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 98%

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The Use of a Daily Calendar to Increase Responsibilities Fulfilled by Secondary Students with Special Needs

Flores

Schloss

Alper

1995

Remedial and Special Education

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“…Readers interested in these related strategies may consult such authoritative reviews as Agran and Martin (1987) or Harchik, Sherman, and Sheldon (1992). We included only studies conducted in integrated settings such as public schools, supported employment, or community residences.…”

Section: Criteria For Selection Of Articles Reviewedmentioning

confidence: 99%

Teaching Persons with Severe Disabilities to Use Self-Instruction in Community Settings: An Analysis of Applications

Hughes

Agran

1993

Journal of the Association for Persons with Severe Handicaps

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Community instruction for individuals with severe disabilities rarely incorporates programming for independence. This article reviews and analyzes investigations of the effects of self-instructional programs on increasing the independence of persons with moderate orsevere mentalretardation in integrated environments. The conceptual role of self-instruction in promoting behavior change is discussed and variations in selfinstructional teaching approaches areanalyzed. Overall, thefeasibility ofteaching persons withsevere disabilities to self-instruct to promote acquisition, generalization, and maintenance across diverse skills is supported. Methodological issues related to investigations of selfinstruction are discussed. recommendations for implementing self-instructional programs are provided. and directions for future research areproposed.

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“…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). Bialas and Boon (2010) assessed the effects of self-monitoring on classroom preparedness behaviors operationalized as ''listening to directions '' and ''repeating directions'' (p. 45) with three kindergarten children identified as having deficits in academic preparedness behaviors.…”

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confidence: 97%

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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The use of self-management procedures by people with developmental disabilities: A brief review

Cited by 54 publications

References 55 publications

The Use of a Daily Calendar to Increase Responsibilities Fulfilled by Secondary Students with Special Needs

The Use of a Daily Calendar to Increase Responsibilities Fulfilled by Secondary Students with Special Needs

Teaching Persons with Severe Disabilities to Use Self-Instruction in Community Settings: An Analysis of Applications

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

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