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Across reviewed single-case and group-design studies, the interventions produced positive effects on prosocial, on-task, disruptive, and following-directions behaviors, as well as on achievement and work completion. Stronger impacts were observed for African American students and for students receiving special education services, while additional higher-quality experimental research is needed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/school-based-self-management-interventions-improve-behavioral-and-academic-outcomes-for-k-12-students/582761/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/school-based-self-management-interventions-improve-behavioral-and-academic-outcomes-for-k-12-students/582761.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does this review address?","Question",{"text":112,"@type":113},"About 20% of students repeatedly display challenging classroom behaviors that interfere with academic success and can also harm peers’ learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of interventions are examined?",{"text":117,"@type":113},"The review examines school-based self-management practices, including self-assessment, self-monitoring, and self-evaluation.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings and who benefits most?",{"text":121,"@type":113},"Self-management interventions significantly and positively improve classroom behaviors and academic outcomes. Effects appear more meaningful for African American students and for students receiving special education services.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582761,1792044405,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":24,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Plain Language Summary 2022  \nEducation  \nSchool-based self-management interventions improve behavioral and academic outcomes for K-12 students with challenging behaviors  \nSchool-based self-management interventions targeting students with challenging behaviorson average have positive effects across behavioral (i.e., prosocial, on-task, disruptive, following directions) and academic outcomes (i.e., achievement, work completion). Results were found to be most impactful for AfricanAmerican students, and students receiving special education services.  \nWhat is this review about?  \nApproximately 20% of students repeatedly display challenging classroom behaviors (e.g., off-task, disruptive behavior). Students exhibiting challenging classroom behaviors have difficulties achieving academic success and may indirectly harm the learning of classroom peers.  \nThis review provides support for the use of school-based self-management interventions  \n– including self-assessment, self-monitoring, and self-evaluation practices – for children with challenging behaviors.  \nSelf-management interventions significantly improve children’s academic achievement and work completion.  \nWhat is the aim of this review?  \nThis Campbell systematic review examines the effects of self-management interventions to address student behaviors and academic outcomes in schools. The review summarized and analyzed evidence from 75 single-case design studies and four group-design studies, of which three were experimental and one was quasi-experimental.  \nSelf-management interventions targeted a range of classroom behaviors (i.e., prosocial behaviors, on-task behaviors, disruptive behaviors, and following directions).  \nWhat studies are included?  \nIncluded studies examined self-management interventions for students with challenging classroom behaviors. For inclusion, studies had to identify the use of a self-management intervention, be conducted in a school setting, include school-aged students, assess challenging behavior outcomes, and include one of the following research designs:  \n1. Group-design experimental or quasiexperimental studies (n = 4)  \n2. Single-case design studies (n = 75)  \nThe Campbell Collaboration  \n[info@campbellcollaboration.org](info@campbellcollaboration.org)  \n[campbellcollaboration.org](campbellcollaboration.org)[ ](campbellcollaboration.org)EN-0147  \nWhat are the main findings of this review?  \nSelf-management interventions significantly and positively impact student classroom behaviors as indicated by moderate effects for both singlecase and group-design studies.  \nResults of single-case design studies additionally indicated that self-management interventions significantly and positively impacted all challenging behaviors assessed (i.e., on-task behavior, prosocial behaviors, disruptive behaviors, and following directions) and academic outcomes (i.e., achievement and work completion) .  \nSingle-case effects were also found to be more meaningful for African-American students in comparison to other races, and for students receiving special education services in comparison to students in regular classrooms.  \nWhat do the findings of the review mean?  \nThis review provides support for self-management interventions as a means to successfully address student challenging classroom behaviors. Additionally, self-management interventions significantly improve children’s academic achievement and work completion.  \nThese conclusions are primarily based on singlecase design studies, as the small number of included group-design studies makes it difficult to make accurate determinations.  \nThat said, some methodological shortcomings of included single-case design studies indicate that presented findings should be read with caution. Additionally, many single-case design studies were not included in the current review due to not meeting minimum design/quality guidelines. More high-quality research is needed, especially utilizing experimental group-designs, ","cbCailBWLcKxTpEy","https://ap.wps.com/l/cbCailBWLcKxTpEy","pdf",857199,"English","# School-based self-management interventions\n## Target population and problem\n## What the review covers\n## Included study designs\n## Main findings\n## Interpretation and limitations\n## Review currency\n## Campbell Collaboration\n## About this summary","[{\"question\":\"What problem does this review address?\",\"answer\":\"About 20% of students repeatedly display challenging classroom behaviors that interfere with academic success and can also harm peers’ learning.\"},{\"question\":\"What kinds of interventions are examined?\",\"answer\":\"The review examines school-based self-management practices, including self-assessment, self-monitoring, and self-evaluation.\"},{\"question\":\"What are the main findings and who benefits most?\",\"answer\":\"Self-management interventions significantly and positively improve classroom behaviors and academic outcomes. Effects appear more meaningful for African American students and for students receiving special education services.\"}]","School-based Self-management Interventions Improve Behavioral and Academic Outcomes for K-12 Students | PDF"]