Research on Self-Management Techniques Used by Students with Disabilities in General Education Settings: A Promise Fulfilled?

By D. McDougall, J. Skouge, Anthony Farrell, Kathy E Hoff. Journal of the American Academy of Special Education Professionals (JAASEP), 2006

93 citations recorded by the source corpus.

This comprehensive review synthesizes findings from 43 studies in which students with disabilities utilized behavioral self-management (BSM) techniques in general education settings. Findings suggest that the long-standing promise of BSM as an inclusive technique has been partially fulfilled. The review identifies strengths and limitations of BSM studies and BSM techniques, provides recommendations for future research and practice, and identifies BSM training materials.

Subfields: Safety Research

View Paper: https://www.semanticscholar.org/paper/104aefaa5706c19396cd847c19f34f46ad8ced40

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Citations in the corpus

Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students With Disabilities (2015, result): “These findings extend to decades of research on self-management and students with disabilities (McDougall, 1998), where it has been established that the ability to effectively manage one’s own behavior has been linked to increased academic completion and achievement (Falkenberg & Barbetta, 2013;…”
Effects and Implications of Self-Management for Students With Autism (2007, background): “Self-management—including self-monitoring, self-assessment, self-observation, self-recording, self-evaluation, selfinstruction, and self-reinforcement—is particularly well suited for its transportability and generalizability (Baer, 1984; Browder & Shapiro, 1985; McDougall, 1991, 1998), and there is ”
Impact of Cover, Copy, and Compare on fluency outcomes for students with disabilities and math deficits: A review of the literature (2017, unknown): “Students who self-manage practice opportunities often exhibit increased attention, motivation, and independence (Hughes, Korinek, & Gorman, 1991; McDougall, 1998; Reid, Trout, & Schartz, 2005).”
Increasing on‐task behavior in the classroom: Extension of self‐monitoring strategies (2006, background): “To date, the majority of self-monitoring interventions have relied on overt audio cues to prompt students to self-monitor their behavior (McDougall et al., 2004).”