The Effects of Function-Based Self-Management Interventions on Student Behavior

Autor/inn/en	Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R.
Titel	The Effects of Function-Based Self-Management Interventions on Student Behavior
Quelle	In: Journal of Emotional and Behavioral Disorders, 22 (2014) 3, S.149-159 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426613476345
Schlagwörter	Self Management; Self Control; Behavior Problems; Emotional Disturbances; Intervention; Child Behavior; Correlation; Outcomes of Treatment; Males; Interrater Reliability; Time on Task; Special Education; Elementary School Students; Observation; Functional Behavioral Assessment + Suchen Sie Ihr Suchwort? Selbstmanagement; Selbstbeherrschung; Gefühlsstörung; Korrelation; Male; Männliches Geschlecht; Interrater-Reliabilität; Zeitaufwand; Special needs education; Sonderpädagogik; Sonderschulwesen; Beobachtung
Abstract	Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing effective self-management interventions. The purpose of this study was to link self-management procedures to hypothesized behavior function in three children with E/BD. Results demonstrated that self-monitoring (SM) alone could be enhanced using information derived from FBA and that consequences delivered by teachers were less effective than a self-management treatment package. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11