Evaluating Self-Management Interventions: Analysis of Component Combinations

ABSTRACT

Self-management has been shown to be effective for increasing the on-task behaviors and decreasing the problem behaviors of students. However, little is known regarding the individual and combined effectiveness of the components of self-management. This study applied the logic of a component analysis to add the four major self-management components (goal setting, self-monitoring, self-evaluation, and self-reinforcement) systematically in order to identify the most effective and efficient intervention package for two high school students with emotional disturbance. Results indicate differential effects with each additional component of the self-management intervention. Although positive effects of self-management were maximized with the full intervention package in place, the teachers reported a preference for a less intrusive intervention package, which was also found to be effective. Limitations and suggestions for future research are included.

KEYWORDS:

• self-management
• behavior intervention
• emotional-behavioral disorders
• high school

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Andrea J. Howard

Andrea J. Howard, PhD, is a school psychologist supporting students and school systems in the Washington, DC, area. Her research interests include self-management interventions, improving services for students who are English learners, and applied behavior analysis in applied educational settings.

Julie Q. Morrison

Julie Q. Morrison, PhD, is an associate professor in the School Psychology Program at the University of Cincinnati. Her research interests include evaluating the effectiveness of universal and targeted interventions to address the academic and behavioral needs of school-age children and youth, program evaluation, and professional accountability.

Tai Collins

Tai A. Collins, PhD, is an assistant professor in the School Psychology Program at the University of Cincinnati. Dr. Collins’s research focuses on time- and resource-efficient interventions for use in urban schools to combat achievement and discipline disparities.