A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders

Journal of Behavioral Education

Volumn 14, Issue 3, 2005, Pages 203-221

  Mooney, Paul ^a   Ryan, Joseph B ^b   Uhing, Brad M ^c   Reid, Robert ^c   Epstein, Michael H ^c  

^a LOUISIANA STATE UNIVERSITY   (United States)

^b CLEMSON UNIVERSITY   (United States)

^c WICHITA STATE UNIVERSITY   (United States)

Author keywords

Academic outcomes; Emotional and behavioral disorders; Self management

Indexed keywords

EID: 23744482466     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1007/s10864-005-6298-1     Document Type: Review

References (57)

1. An asterisk indicates that the study was included in the analysis.
2. Bullis, M., Walker, H. M., & Sprague, J. R. (2001). A promise unfulfilled: Social skills training with at-risk and antisocial children and youth. Exceptionality, 9(1&2), 67-90.
3. Carr, S. C., & Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders, 18, 241-250.
4. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
5. Coutinho, M. J. (1986). Reading achievement of students identified as behaviorally disordered at the secondary level. Behavioral Disorders, 11, 200-207.
6. Coyne, M. D., Kame'enui, E. J., & Simmons, D. C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research and Practice, 16, 62-73.
7. Davis, R. W., & Hajicek, J. O. (1985). Effects of self-instructional training and strategy training on a mathematics task with severely behaviorally disordered students. Behavioral Disorders, 11, 275-282.
8. Epstein, M. H., & Cullinan, D. (1985). Research issues in behavioral disorders: A national survey. Behavioral Disorders, 10, 56-59.
9. Fantuzzo, J. W., Polite, K., Cook, D. M., & Quinn, G. (1988). An evaluation of the effectiveness of teacher- vs. student-management classroom interventions. Psychology in the Schools, 25, 154-163.
10. Fish, M. C., & Mendola, L. R. (1986). The effect of self-instruction training on homework completion in an elementary special education class. School Psychology Review, 15, 268-276.
11. Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-Assisted Learning Strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
12. Glomb, N., & West, R. P. (1990). Teaching behaviorally disordered adolescents to use self-management skills for improving the completeness, accuracy, and neatness of creative writing homework assignments. Behavioral Disorders, 15, 233-242.
13. Graham, S., Harris, K. R., & Reid, R. (1992). Developing self-regulated learners. Focus on Exceptional Children, 24(6), 1-16.
14. Hoagwood, K., Burns, B. J., & Weisz, J. R. (2002). A profitable conjunction: From science to service in children's mental health. In B. J. Burns & K. Hoagwood (Eds.), Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders (pp. 327-338). New York: Oxford University Press.
15. Hughes, C. A., Deshler, D. D., Ruhl, K. L., & Schumaker, J. B. (1993). Test-taking strategy instruction for adolescents with emotional and behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 189-198.
16. Hughes, C. A., Ruhl, K. L., & Misra, A. (1989). Self-management with behaviorally disordered students in school settings: A promise unfulfilled? Behavioral Disorders, 14, 250-262.
17. Kazdin, A. E. (1982). Single case research designs. Oxford University Press.
18. Kromrey, J. D., & Foster-Johnson, L. (1996). Determining the efficacy of intervention: The use of effect sizes for data analysis in single-subject research. Journal of Experimental Education, 65, 73-93.
19. Lapan, R. T., Kardash, C. M., & Turner, S. (2002). Empowering students to become self- regulated learners. Professional School Counseling, 5(4), 257-265.
20. Levendoski, L. S., & Cartledge, G. (2000). Self-monitoring for elementary school children with serious emotional disturbances: Classroom applications for increased academic responding. Behavioral Disorders, 25, 211-224.
21. Lloyd, J. W., Bateman, D. F., Landrum, T. J., & Hallahan, D. P. (1989). Self-recording of attention versus productivity. Journal of Applied Behavior Analysis, 22, 315-323.
22. Mace, E C., Belfiore, P. J., & Hutchinson, J. M. (2001). Operant theory and research on self-regulation. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2 ed.) (pp. 39- 65). Mahwah, NJ: Lawrence Erlbaum Associates.
23. Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston: Allyn & Bacon.
24. McDougall, D., & Brady, M. P. (1995). Using audio-cued self-monitoring for students severe behavior disorders. The Journal of Educational Research, 88, 309-317.
25. McLaughlin, T. F. (1984). A comparison of self-recording and self-recording plus consequences for on-task and assignment completion. Contemporary Educational Psychology, 9, 185-192.
26. McLaughlin, T. F., Burgess, N., & Sackville-West, L. (1981). Effects of self-recording and self-recording + matching on academic performance. Child Behavior Therapy, 3, 17-27.
27. McLaughlin, T. F., & Trahlicka, M. (1983). Effects on academic performance of self-recording and self-recording and matching with behaviorally disordered students: A replication. Behavioral Engineering, 8, 69-74.
28. Miller, M., Miller, S. R., Wheeler, J., & Selinger, J. (1989). Can a single-classroom treatment approach change academic performance and behavioral characteristics in severely behaviorally disordered adolescents: An experimental inquiry. Behavioral Disorders, 14, 215-225.
29. Miltenberger, R. G. (2001). Behavior modification: Principles and procedures (2 ed.). Belmont, CA: Wadsworth/Thomson Learning.
30. Mooney, P., Epstein, M. H., Reid, R., & Nelson, J. R. (2003). Status and trends of academic intervention research for students with emotional disturbance. Remedial and Special Education, 24, 273-287.
31. Nelson, J. R., Benner, G., Lane, K., & Smith, B. W. (2004). Academic achievement of K-12 students with emotional and behavioral disorders. Exceptional Children, 71, 59-73.
32. Nelson, J. R., Smith, D. J., Young, R. K., & Dodd, J. M. (1991). A review of self-management outcome research conducted with students who exhibit behavioral disorders. Behavioral Disorders, 16, 169-179.
33. Osborne, S. S., Kosiewicz, M. M., Crumley, E. B., & Lee, C. (1987). Distractible students use self-monitoring. Teaching Exceptional Children, 19(2), 66-69.
34. O'Shaughnessy, T. E., Lane, K. L., Gresham, F. M., & Beebe-Frankenberger, M. E. (2002). Students with or at risk for learning and emotional-behavioral difficulties: An integrated system of prevention and intervention. In K. L. Lane, F. M. Gresham, & T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 3-17). Boston: Allyn and Bacon.
35. Prater, M. A., Hogan, S., & Miller, S. R. (1992). Using self-monitoring to improve on-task behavior and academic skills of an adolescent with mild handicaps across special and regular education settings, Education and Treatment of Children, 15, 43-55.
36. Reid, R. (1996). Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls. Journal of Learning Disabilities, 29, 317-331.
37. Reid, R., Gonzalez, J., Nordness, P. D., Trout, A., & Epstein, M. H. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbance. Journal of Special Education, 38, 130-143.
38. Reid, R., & Harris, K. R. (1993). Self-monitoring of attention versus self-monitoring of performance: Effects on attention and academic performance. Exceptional Children, 60(1), 29-40.
39. Rosenthal, R. (1994). Parametric measures of effect size. In H. M. Cooper & L. V. Hedges (Eds.), Handbook of research synthesis (pp. 231-244). New York: Russell Sage Foundation.
40. Sawyer, R., Graham, S., & Harris, K. R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on learning disabled students' composition skills and self-efficacy. Journal of Educational Psychology, 84, 340-352.
41. Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.) (pp. 125-151). Mahwah, NJ: Lawrence Erlbaum Associates.
42. Schunk, D. H., & Zimmerman, B. J. (2003). Self-regulation and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7), (pp. 59-78). Hoboken, N. J.: John Wiley & Sons.
43. Shapiro, E. S., & Cole, C. L. (1994). Behavior change in the classroom. New York: Guilford.
44. Shapiro, E. S., Durnan, S. L., Post, E. E., & Levinson, T. S. (2002). Self-monitoring procedures for children and adolescents. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 1), (pp. 433-454). Bethesda, MD: The National Association of School Psychologists.
45. Skinner, C. H., Belfiore, P. J., & Pierce, N. (1992). Cover, copy, and compare: Increasing geography accuracy in students with behavior disorders. School Psychology Review, 21, 73-81.
46. Skinner, C. H., Ford, J. M., & Yunker, B. D. (1991). A comparison of instructional response requirements on the multiplication performance of behaviorally disordered students. Behavioral Disorders, 17, 56-65.
47. Skinner, C. H., & Smith, E. S. (1992). Issues surrounding the use of self-management interventions for increasing academic performance. School Psychology Review, 21, 202-210.
48. Skinner, C. H., Turco, T. L., Beatty, K. L., & Rasavage, C. (1989). Cover, copy, and compare: A method for increasing multiplication performance. School Psychology Review, 18, 412-420.
49. Smith, D. J., Nelson, J. R., Young, K. R., & West, R. P. (1992). The effect of a self-management procedure on the classroom and academic behavior of students with mild handicaps. School Psychology Review, 21, 59-72.
50. Swanson, H. L., & Sachse-Lee, C. (2000). A meta-analysis of single-subject intervention research for students with LD. Journal of Learning Disabilities, 33, 114-136.
51. Swanson, H. L., & Scarpati, S. (1984). Self-instruction training to increase academic performance of educationally handicapped children. Child and Family Behavior Therapy, 6(4), 23-39.
52. Sweeney, W. J., Salva, E., Cooper, J. O., & Talbert-Johnson, C. (1993). Using self-evaluation to improve difficult-to-read handwriting of secondary students. Journal of Behavioral Education, 3, 427-443.
53. Trout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. H. (2003). Research on the academic status of children with emotional and behavioral disorders: A review of terature from 1961-2000. Journal of Emotional and Behavioral Disorders, 11, 198-210.
54. U.S. Department of Education (2001). Twenty-third annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
55. Vaughn, S., Levy, S., Coleman, M., & Bos, C. S. (2002). Reading instruction for students with LD and EBD: A synthesis of observation studies. The Journal of Special Education, 36, 2-13.
56. Wagner, M. M. (1995). Outcomes for youths with serious emotional disturbance in secondary school and early adulthood. The Future of Children: Critical Issues for Children and Youths, 5, 90-112.
57. Walker, H. M. (2000). Investigating school-related behavior disorders: Lessons learned from a thirty-year research career. Exceptional Children, 66(2), 151-161.