Citation

Kern L, Dunlap G, Childs KE, Clarke S. Educ. Treat. Child. 1994; 17(4): 445-458.

Copyright

(Copyright © 1994, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Self-management procedures are emerging as a useful and effective approach for addressing problem behaviors of special needs children, including students with emotional and behavioral disorders. However, few studies have documented the effectiveness of these procedures on a classwide basis. In the present study, we evaluated the effectiveness of self-monitoring across a classroom for students described as severely emotionally disturbed. Within a multiple baseline design, all students showed increases in the percentage of intervals engaged in on-task behavior following implementation of the self-management procedures. Additionally, the disruptive behaviors of one student were reduced to near zero levels. The findings are discussed in the context of the general applications of behavior management strategies and the specific advantages of self-management procedures.

Language: en