Issues Surrounding the Use of Self-Management Interventions for Increasing Academic Performance

Abstract

Self-management interventions can be particularly useful strategies for managing students' behaviors in school. By training students to self-observe, record, evaluate, correct, and prompt their own behaviors, school psychologists and teachers may be able to structure classroom ecologies so all students can succeed academically. Although researchers have yet to clearly establish the variable(s) that bring about change when self-managed academic interventions are employed, many procedural guidelines have been established. This manuscript reviews the research on self-management procedures and their effects on academic performance.

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Notes on contributors

Christopher H. Skinner

Christopher H. Skinner received his PhD from Lehigh University and is currently Assistant Professor of School/Educational Psychology at The University of Alabama, College of Education. His research interests include behavioral assessment, behavioral interventions, and prevention and remediation of academic problems.

Emily S. Smith

Emily S. Smith, is currently an EdD candidate in School Psychology at The University of Alabama. Her research interests include applied classroom interventions for social and academic skills.