ERIC Number: EJ1169676
Record Type: Journal
Publication Date: 2018-Mar
Abstractor: As Provided
Self-Management as a Class-Wide Intervention: An Evaluation of the "Self & Match" System Embedded within a Dependent Group Contingency
Bulla, Andrew J.; Frieder, Jessica E.
Psychology in the Schools, v55 n3 p305-322 Mar 2018
Teachers are responsible for providing an education to students of all ability levels. Recent data suggest that roughly 95% of students with a disability are receiving some form of education in their general education setting. Individuals with disabilities tend to engage in higher levels of disruptive behaviors (e.g., talking out in class, noncompliance, throwing materials) than peers without disabilities. With an increase in the number of students with disabilities receiving some form of education in their general education setting, teachers may be spending more time managing disruptive behaviors and less time teaching. Research suggests a strong relationship between classroom-management techniques and academic achievement. These data highlight the importance of classroom-management interventions that promote the learning of all students in the classroom. Despite the importance of classroom-management techniques, a lack of training, as well as the feasibility of the interventions may prevent the ultimate adoption and long-term success of effective techniques. Self-management is a potential solution, as self-management techniques can be easily trained and implemented.
Descriptors: Self Management, Disabilities, Behavior Problems, Classroom Techniques, Intervention, Behavior Modification, Contingency Management, Program Effectiveness
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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