What is the evidence base? A strong level of evidence based on a high quality meta-analysis of 17 studies including 2 between group designs and 15 single subject designs.
With whom was it implemented?
What is the practice and where is the best place to find out how to do this practice: Defining characteristics of self-management interventions include "methods used by students to manage, monitor, record, and/or assess their behavior or academic achievement" (Reid, Trout, & Schartz, 2005, p. 362).
Self-management has also been called: self-monitoring (n=5 studies), self-evaluation (n= 2 studies), self-instruction (n=2 studies), goal setting (n= 1 study), strategy instruction (n= 1 study). In addition, components can be combined (n=7 studies).
For Self-Management Research to Practice Lesson Plan Starters, see:
Where has it been implemented?
References used to establish this evidence base:
Wolgemuth, J. R., Cobb, R. B., & Dugan. J. J. (2007). The effects of self-management interventions on academic outcomes for youth with disabilities. Ft. Collins, CO: Colorado State University, School of Education.
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.
Copeland, S. R., Hughes, C., Agran, M., Wehmeyer, M. L., & Fowler, S. E. (2002). An intervention package to support high school students with mental retardation in general education classrooms. American Journal on Mental Retardation, 107(1), 32-45.
DiGangi, S. A. & Maag, J. W. (1992). A component analysis of self-management training with behaviorally disordered youth. Behavioral Disorders, 17, 281-290.
Fuchs, L. S., Bahr, C. M., & Rieth, H. J. (2002). Effects of goal structures and performance contingencies on the math performance of adolescents with learning disabilities. Journal of Learning Disabilities, 22, 554-560.
Laird, J. & Winton, A. S. W. (1993). A comparison of self-instructional checking procedures for remediating mathematical deficits. Journal of Behavioral Education, 3, 143-164.
Lenz, B. K., Ehren, B. J., & Smiley, L. R. (1991). A goal attainment approach to improve completion of project-type assignments by adolescents with learning disabilities. Learning Disabilities Research & Practice, 6, 166-176.
Martin, K. F. & Manno, C. (1995). Use of a check-off system to improve middle school students' story compositions. Journal of Learning Disabilities, 28, 139-149.
Morrow, L. W., Burke, J. G., & Buell, B. J. (1985). Effects of a self-recording procedure on the attending to task behavior and academic productivity of adolescents with multiple handicaps. Mental Retardation, 23, 137-141.
Osborne, S. S., Kiburz, C. S., & Miller, S. R. (1986). Treatment of self-injurious behavior using self-control techniques with a severe behaviorally disordered adolescent. Behavioral Disorders, 12(1), 60-67.
Prater, M. A., Joy, R., Chilman, B., Temple, J., & Miller, S. R. (1991). Self-monitoring of on- task behavior by adolescents with learning disabilities. Learning Disability Quarterly, 14, 164-177.
Shimabukuro, S. M., Prater, M. A., Jenkins, A., & Edelen-Smith, P. (1999). The effects of self- monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education & Treatment of Children, 22, 397-414.
Simons, P. R. J. (1989). Modifying the regulation processes of learning: Two exploratory training studies. Canadian Journal of Educational Communication, 18(1), 29-48.
Smith, D. J., Young, K. R., West, R. P., & Morgan, D. P. (1988). Reducing the disruptive behavior of junior high school students: A classroom self-management procedure. Behavioral Disorders, 13, 231-239.
Snyder, M. & Bambara, L. (1997). Teaching secondary students with learning disabilities to self-manage classroom survival skills. Journal of Learning Disabilities, 30, 534-543.
Swanson, H. L. & Scarpati, S. (1984). Self-instruction training to increase academic performance of educationally handicapped children. Child & Family Behavior Therapy, 6(4), 23-39.
Sweeney, W. J., Salva, E., Cooper, J. O., & Talbert-Johnson, C. (1994). Using self-evaluation to improve difficult-to-read handwriting of secondary students. Journal of Behavioral Education, 3, 427-443.
Trammel, D. L., Schloss, P. J., & Alper, S. (1994). Using self-recording, evaluation, and graphing to increase completion of homework assignments. Journal of Learning Disabilities, 27, 75-81.