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Self-Management Interventions on Students with Autism: A Meta-Analysis of Single-Subject Research
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Carr, Monica E.; Moore, Dennis W.; Anderson, Angelika – Exceptional Children, 2014
Self-management interventions aimed at skill acquisition and/or improving behavior of students diagnosed with autism spectrum disorders were examined. Twenty-three single-subject research design studies met inclusion criteria. Quality assessment of these studies was conducted using the What Works Clearinghouse guidelines, and treatment effect…
Descriptors: Autism, Pervasive Developmental Disorders, Self Control, Intervention
Effects of Differential Scheduling of Timeout to Reduce Maladaptive Responding.
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Barton, Lyle E.; And Others – Exceptional Children, 1987
A differential schedule of time-out was effective in reducing target maladaptive behaviors in three mentally retarded students (ages 5-9). In addition, by permitting one behavior to occur within an interval which occasioned only a warning, students were allowed to develop self-control within a structured setting. (Author)
Descriptors: Antisocial Behavior, Behavior Modification, Contingency Management, Elementary Education
Self-Instructional Training: Cognitive Behavior Modification for Remediating Arithmetic Deficits.
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Leon, James A.; Pepe, Henry J. – Exceptional Children, 1983
Seventeen educable mentally handicapped and learning disabled students (9-12 years old) who participated in a self-instruction (cognitive behavior modification) group scored better than a control group on the operations area of the KeyMath Diagnostic Test. Systematic instructional variables (such as precise assessment and task-analyzed curriculum)…
Descriptors: Behavior Modification, Cognitive Processes, Elementary Education, Learning Disabilities
Increasing Self-Determination: Teaching Students To Plan, Work, Evaluate, and Adjust.
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Martin, James E.; Mithaug, Dennis E.; Cox, Phil; Peterson, Lori Y.; Van Dycke, Jamie L.; Cash, Mary E. – Exceptional Children, 2003
A study examined the effect of self-determination contracts for 8 students (ages 9-10) with severe emotional/behavioral problems. Students completed daily self-determination contracts to schedule their work, plan for work outcomes, evaluate progress, and adjust for the next day's activity. Pre- and post-assessment found significant academic…
Descriptors: Academic Achievement, Behavior Disorders, Behavior Modification, Elementary Education