Evaluating the Effects of Fading a Self-Management Intervention Package for Students with Emotional Behavioral Disorders

REFERENCES

• Alperin, A., Dudek, C. M., Reddy, L. A., Glover, T. A., Wiggs, N. B., & Bronstein, B. (2023). Convergent validity of the behavior observation of students in schools for elementary school students with disruptive behaviors. Psychology in the Schools, 60(10), 4039–4060. https://doi.org/10.1002/pits.22983
   Web of Science ®Google Scholar
• Briesch, A. M., & Briesch, J. M. (2016). Meta-analysis of behavioral self-management interventions in single-case research. School Psychology Review, 45(1), 3–18. https://doi.org/10.17105/SPR45-1.3-18
   Web of Science ®Google Scholar
• Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self- management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24(2), 106–118. https://doi.org/10.1037/a0016159
   Web of Science ®Google Scholar
• Briesch, A. M., Daniels, B., & Beneville, M. (2019). Unpacking the term “self-management”: Understanding intervention applications within the school-based literature. Journal of Behavioral Education, 28(1), 54–77. https://doi.org/10.1007/s10864-018-9303-1
   Web of Science ®Google Scholar
• Bruhn, A., McDaniel, S., & Kreigh, C. (2015). Self-monitoring interventions for students with behavior problems: A systematic review of current research. Behavioral Disorders, 40(2), 102–121. https://doi.org/10.17988/BD-13-45.1
   Web of Science ®Google Scholar
• Chen, C.-C., Culhane, D. P., Metraux, S., Park, Y.-M., Venable, J., & Burnett, T. C. (2016). They’re not all at home: Residential placements of early adolescents in special education. Journal of Emotional and Behavioral Disorders, 24(4), 247–256. Advance online publication. https://doi.org/10.1177/1063426615625603
   Web of Science ®Google Scholar
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis. Pearson Education.
   Google Scholar
• Digangi, S. A., & Maag, J. W. (1992). A component analysis of self-management training with behaviorally disordered youth. Behavioral Disorders, 17(4), 281–290. https://doi.org/10.1177/019874299201700403
   Google Scholar
• Doren, B., Bullis, M., & Benz, M. R. (1996). Predicting the arrest status of adolescents with disabilities in transition. The Journal of Special Education, 29(4), 363–380. https://doi.org/10.1177/002246699602900401
   Web of Science ®Google Scholar
• Ehrhardt, K. E., Barnett, D. W., Lentz, F. E., Jr., Stollar, S. A., & Reifin, L. H. (1996). Innovative methodology in ecological consultation: Use of scripts to promote treatment acceptability and integrity. School Psychology Quarterly, 11(2), 149–168. https://doi.org/10.1037/h0088926
   Web of Science ®Google Scholar
• Fantuzzo, J. W., & Polite, K. (1990). School-based, behavioral self-management: A review and analysis. School Psychology Quarterly, 5(3), 180–198. https://doi.org/10.1037/h0090612
   Google Scholar
• Fantuzzo, J. W., Polite, K., Cook, D. M., & Quinn, G. (1988). An evaluation of the effectiveness of teacher‐ vs. student‐management classroom interventions. Psychology in the Schools, 25(2), 154–163. https://doi.org/10.1002/1520-6807(198804)25:2
   Web of Science ®Google Scholar
• Fantuzzo, J. W., Rohrbeck, C. A., & Azar, S. T. (1987). A component analysis of behavioral self-management intervention with elementary school students. Child & Family Behavior Therapy, 9(1-2), 33–43. https://doi.org/10.1300/J019v09n01_03
   Google Scholar
• Fitzpatrick, M., & Knowlton, E. (2009). Bringing evidence-based self-directed intervention practices to the trenches for students with emotional and behavioral disorders. Preventing School Failure: Alternative Education for Children and Youth, 53(4), 253–266. https://doi.org/10.3200/PSFL.53.4.253-266
   Google Scholar
• Fixsen, D. L., & Blase, K. A. (2019). The Teaching-Family Model: The first 50 years. Perspectives on Behavior Science, 42(2), 189–211. https://doi.org/10.1007/s40614-018-0168-3
   PubMed Web of Science ®Google Scholar
• Forness, S. R., Freeman, S. F., Paparella, T., Kauffman, J. M., & Walker, H. M. (2012). Special education implications of point and cumulative prevalence for children with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 20(1), 4–18. https://doi.org/10.1177/1063426611401624
   Web of Science ®Google Scholar
• Hoff, K. E., & DuPaul, G. J. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management strategies. School Psychology Review, 27(2), 290–303. https://doi.org/10.1080/02796015.1998.12085916
   Web of Science ®Google Scholar
• Hojnoski, R. L., Missal, K. N., & Wood, B. K. (2018). Measuring engagement in early education: Preliminary evidence for the Behavioral Observation of Students in Schools-Early Education. Assessment for Effective Intervention, 45(4), 243–254. https://doi.org/10.1177/1534508418820125
   Web of Science ®Google Scholar
• Howard, A. J., Morrison, J. Q., & Collins, T. (2020). Evaluating self-management interventions: Analysis of component combinations. School Psychology Review, 49(2), 130–143. https://doi.org/10.1080/2372966X.2020.1717367
   Web of Science ®Google Scholar
• Kerr, M. M., & Nelson, C. M. (2010). Strategies for addressing behavior problems in the classroom (6th ed.) Pearson Merrill.
   Google Scholar
• Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). What Works Clearinghouse Single-case Design Technical Documentation, Version 1.0.
   Google Scholar
• Ledford, J. R., & Gast, D. L. (2018). Single Case Research Methodology: Applications in Special Education and Behavioral Sciences (3rd ed.). Routledge.
   Google Scholar
• Levendoski, L. S., & Cartledge, G. (2000). Self-monitoring for elementary school children with serious emotional disturbances: Classroom applications for increased academic responding. Behavioral Disorders, 25(3), 211–224. https://doi.org/10.1177/019874290002500308
   Web of Science ®Google Scholar
• March, R. E., Horner, R. H., Lewis-Palmer, T., Brown, D., Crone, D., Todd, A. W., et al. (2000). Functional assessment checklist: Teachers and staff (FACTS). Educational and Community Supports.
   Google Scholar
• Martens, B. K., Witt, J. C., Elliott, S. N., & Darveaux, D. X. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice, 16(2), 191–198. https://doi.org/10.1037/0735-7028.16.2.191
   Web of Science ®Google Scholar
• Mooney, P., Ryan, J. B., Uhing, B. M., Reid, R., & Epstein, M. H. (2005). A review of self- management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14(3), 203–221. https://doi.org/10.1007/s10864-005-6298-1
   Google Scholar
• Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., & Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS-2). SRI International.
   Google Scholar
• Olive, M. L., & Smith, B. W. (2005). Effect size calculations and single subject designs. Educational Psychology, 25(2-3), 313–324. https://doi.org/10.1080/0144341042000301238
   Google Scholar
• Ota, K. R., & DuPaul, G. J. (2002). Task engagement and mathematics performance in children with hyperactivity disorder: Effects of supplemental computer instruction. School Psychology Quarterly, 17(3), 242–257. https://doi.org/10.1521/scpq.17.3.242.20881
   Web of Science ®Google Scholar
• Popham, M., Counts, J., Ryan, J. B., & Katsiyannis, A. (2018). A systematic review of self-regulation strategies to improve academic outcomes of students with EBD. Journal of Research in Special Educational Needs, 18(4), 239–253. https://doi.org/10.1111/1471-3802.12408
   Web of Science ®Google Scholar
• Pustejovsky, J. E., Chen, M., Grekov, P., Swan, D. M. (2023). Single-case effect size calculator (Version 0.7.2.9999) [Web application]. https://jepusto.shinyapps.io/SCD-effect-sizes/
   Google Scholar
• Rafferty, L. A., & Raimondi, S. L. (2009). Self-monitoring of attention versus self-monitoring of performance: Examining the differential effects among students with emotional disturbance engaged in independent math practice. Journal of Behavioral Education, 18(4), 279–299. https://doi.org/10.1007/s10864-009-9092-7
   Google Scholar
• Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with Attention Deficit/Hyperactivity Disorder. Exceptional Children, 71(4), 361–377.
   Web of Science ®Google Scholar
• Roach, A. T., Lawton, K., & Elliott, S. N. (2014). Best practices in facilitating and evaluating the integrity of school-based interventions. In P. L. Harrison & A. Thomas (Eds.) Best Practices in School Psychology: Data-Based and Collaborative Decision Making (pp. 133–146). National Association of School Psychologists.
   Google Scholar
• Rock, M. L., & Thead, B. K. (2007). The effects of fading a strategic self-monitoring intervention on students’ academic engagement, accuracy, and productivity. Journal of Behavioral Education, 16(4), 389–412. https://doi.org/10.1007/s10864-007-9049-7
   Google Scholar
• Schunk, D. H., & Zimmerman, B. J. (2003). Self-regulation and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of Psychology: Educational Psychology (Vol. 7, pp. 59–78). John Wiley & Sons.
   Google Scholar
• Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review. Campbell Systematic Reviews, 18(1), e1223. https://doi.org/10.1002/cl2.1223
   PubMedGoogle Scholar
• Shapiro, E. S. (2011). Academic skills problems: Direct assessment and intervention (4th ed.). The Guilford Press.
   Google Scholar
• Volpe, R., DiPerna, J., Hintze, J., & Shapiro, E. (2005). Observing students in classroom settings: A review of seven coding schemes. School Psychology Review, 34(4), 454–474. https://doi.org/10.1080/02796015.2005.12088009
   Web of Science ®Google Scholar
• What Works Clearinghouse. (2022). What Works Clearinghouse procedures and standards handbook, version 5.0. U.S. Department of Education, Institute of Education Sciences. National Center for Education Evaluation and Regional Assistance (NCEE). https://ies.ed.gov/ncee/wwc/Handbooks.
   Google Scholar
• Wills, H. P., & Mason, B. A. (2014). Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study. Journal of Behavioral Education, 23(4), 421–434. https://doi.org/10.1007/s10864-014-9204-x
   PubMedGoogle Scholar