Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research

• Published in: Journal of behavioral education Vol. 24; no. 4; pp. 373 - 401
• Main Authors: Busacca, Margherita L., Anderson, Angelika, Moore, Dennis W.
• Format: Journal Article
• Language: English
• Published: New York Springer 01.12.2015; Springer US; Springer Nature B.V
• Subjects: Age Differences; Analysis; Behavior; Behavior Modification; Behavior Problems; Behavioral psychology; Behavioral Science and Psychology; Case Studies; Child and School Psychology; Classroom management; Classrooms; Design optimization; Disabilities; Disability; Effect Size; Elementary School Students; Elementary schools; Evidence Based Practice; Evidence based research; General education; Inclusion; Intervention; Learning and Instruction; Learning Processes; Literature reviews; Original Paper; Program Effectiveness; Psychological aspects; Psychology; Research Methodology; Self Control; Self Management; Self-management (Psychology); Selfmanagement; Single subject research; Student Behavior; United States; Self-management; Single-case design systematic review; Classroom behavior management; Primary school; Evidence-based practice
• ISSN: 1053-0819; 1573-3513
• DOI: 10.1007/s10864-015-9230-3

This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC replication standards were applied to determine whether self-management interventions can be classified as evidence based. Effect sizes were calculated using percentage of non-overlapping data. Results were analyzed at study and individual participant levels in terms of behavior outcomes, student disability and grade. Overall, results suggested there is sufficient research for self-management interventions to be classified as evidence-based practice for primary students with problem behaviors in regular classrooms. Interventions were effective across behaviors, disability categories, and grades. Gaps in the identified evidence base are identified and discussed. Additional high-quality research evidence is required to support applications of self-management for particular outcomes and student subgroups. Implications for future research and practice are discussed.