Reducing Disruptive Behavior in General Education Classrooms: The Use of Self-Management Strategies

Abstract

The use of a self-management strategy in a general education classroom to decrease the disruptive behavior of three elementary school students with ADHD or ODD was investigated. A multiple-probe design was used to assess the effects of the intervention in both structured and unstructured settings. Results indicated that the self-management intervention led to decreases in disruptive behavior, which was maintained in the absence of the teacher. These data add to the existing literature suggesting self-management as a viable alternative to traditional contingency management approaches. Implications for research and practice are discussed.

Additional information

Notes on contributors

Kathryn E. Hoff

Kathryn E. Hoff is a doctoral student in school psychology at Lehigh University. Her research interests include disruptive behavior disorders and school-based interventions for students with ADHD and aggressive behavior.

George J. DuPaul

George J. DuPaul, PhD, is an associate professor of school psychology at Lehigh University. His research interests include disruptive behavior disorders, school-based interventions for students with AD/HD, and early intervention for young children with behavior disorders. He is an associate editor of School Psychology Review.