A Brief Commentary on the Future of Self-Management Interventions in Education

Abstract

The theoretical or conceptual basis of educational research on self-management procedures is examined. It is argued that although most theorizing is essentially sound, two fundamental errors have and will continue to limit the effectiveness and impact of self-management procedures in schools. The first is the tendency to assume self-management interventions are not dependent on environmental variables for their success. The second is the erroneous view that self-management procedures are only appropriate or required for “special” students. Both points are discussed in the context of the design of classroom programs. It is strongly argued that self-management procedures are environmental interventions and, when properly implemented, are a better way of teaching all students. Finally school psychologists are urged to take a more active role in the redesign of our educational system.

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Notes on contributors

Thomas Armon Brigham

Thomas Armon Brigham, PhD, is Professor of Psychology and University Scientist at Washington State University. His research and teaching is currently focused on the theoretical and applied analysis of both self-management behaviors and academic performance.