ERIC Number: EJ1032089
Record Type: Journal
Publication Date: 2014-Jul
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-7315
EISSN: N/A
A Randomized Trial of the "Self-Management Training and Regulation Strategy" for Disruptive Students
Thompson, Aaron M.
Research on Social Work Practice, v24 n4 p414-427 Jul 2014
Objectives: The study examined the effects of the Self-Management Training and Regulation Strategy (STARS) on disruptive behavior, authority acceptance, social competency, and student-teacher relations. Method: All fourth- and fifth-grade students (N = 762) in seven schools and 42 classrooms were screened for disruptive behaviors. Using a cluster randomized design, 60 students in 23 classrooms and 48 students in 19 classrooms with highest levels of disruptive classroom behaviors were randomized to STARS or a control comparison condition. Multilevel models compared study conditions on all outcomes. Results: Study conditions were balanced at pretest. STARS students demonstrated improved teacher-rated disruptive behavior, social competence, authority acceptance, and relations. Conclusions: Selective programs targeting autonomy support improve social competencies and relationships that are important for school success.
Descriptors: Behavior Problems, Elementary School Students, Student Behavior, Experimental Groups, Control Groups, Comparative Analysis, Pretests Posttests, Self Control, Behavior Modification, Program Effectiveness, Skill Development, Interpersonal Competence, Teacher Student Relationship, Personal Autonomy, Interaction, Student Characteristics, Hypothesis Testing, Gender Differences, Age Differences, Racial Differences, Disabilities, Low Income Groups, Intervention, Check Lists, Questionnaires, Statistical Analysis, Hierarchical Linear Modeling
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A