Issues Surrounding the Use of Self-Management Interventions in the Schools

Abstract

Self-management interventions have been shown to successfully remediate a variety of academic and behavior problems exhibited by children in the classroom. Despite this substantial empirical research support, self-management interventions do not appear to be used on a widespread basis in the schools. As a means of introducing self-management, relevant terms are defined and examples of various self-management procedures are provided. A distinction is made between contingency-based self-management approaches and cognitive behavioral approaches. Finally, several potential problems and/or issues impeding the widespread application of self-management interventions in school settings are discussed.

Additional information

Notes on contributors

Christine L. Cole

Christine L. Cole, PhD, is Assistant Professor in the School Psychology Program, Lehigh University, Bethlehem, PA. Her research interests include self-management and other coping skills interventions for children and adolescents with severe behavior problems.

Linda M. Bambara

Linda M. Bambara, EdD, is Assistant Professor of Special Education and Director of Lehigh Support for Community Living, Lehigh University, Bethlehem, PA. Her research interests include self-management, choice-making, and positive behavioral interventions for individuals with moderate to severe developmental disabilities.