Self-Managed Groups: Fitting Self-Management Approaches into Classroom Systems

Abstract

Factors limiting the use of traditional, classroom self-management interventions are considered. These factors include aspects of self-management approaches contributing to the inappropriateness and impracticality of these interventions for classroom-wide use. Reciprocal Peer Tutoring (RPT) is presented as a strategy with self-management features that holds promise for classroom use. RPT combines student choice and student managements with interdependent group reward contingencies and reciprocal peer teaching. An example of the design, implementation, and evaluation of a school-based RPT intervention for an urban public elementary school is presented. The illustration is followed by a discussion identifying RPT features which may have enhanced utilization.

Additional information

Notes on contributors

John W. Fantuzzo

John W. Fantuzzo, PhD, is an Associate Professor in the School Psychology Program in the Graduate School of Education at the University of Pennsylvania. His research interests include peer-mediated interventions for students at high-risk for academic failure and assessment and treatment strategies for child victims of maltreatment.

Cynthia A. Rohrbeck

Cynthia A. Rohrbeck, PhD, is an Associate Professor in the Clinical Psychology Program at George Washington University. Her research interests include school-based, self-management and peer-management intervention strategies for academic and behavioral problems.