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Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research

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Abstract

This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC replication standards were applied to determine whether self-management interventions can be classified as evidence based. Effect sizes were calculated using percentage of non-overlapping data. Results were analyzed at study and individual participant levels in terms of behavior outcomes, student disability and grade. Overall, results suggested there is sufficient research for self-management interventions to be classified as evidence-based practice for primary students with problem behaviors in regular classrooms. Interventions were effective across behaviors, disability categories, and grades. Gaps in the identified evidence base are identified and discussed. Additional high-quality research evidence is required to support applications of self-management for particular outcomes and student subgroups. Implications for future research and practice are discussed.

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Notes

  1. The term primary school is used in this review to refer to the education children receive between preschool and high school. Some countries use the term elementary school. In Australia, primary school generally runs from Prep (or Pre-grade 1) to grade 6 (Australian Bureau of Statistics 2012). This review considered studies targeting students in Grade 1 to Grade 6. Studies conducted in middle-school settings were included for review if participants were in Grade 6.

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Acknowledgments

I would like to acknowledge and thank fellow researchers Amy M. Briesch, Monica E. Carr and Shane Costello for sharing their knowledge and providing invaluable advice on various aspects on the statistical approaches applied in this review. This study was completed in partial fulfillment of the requirements for a Masters of Psychology (Educational and Developmental)/PhD program being undertaken by the first author.

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  1. Krongold Centre, Building 5, Faculty of Education, Monash University, Clayton Campus, Clayton, VIC, 3800, Australia

    Margherita L. Busacca, Angelika Anderson & Dennis W. Moore

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  1. Margherita L. Busacca
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Correspondence to Margherita L. Busacca.

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Busacca, M.L., Anderson, A. & Moore, D.W. Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research. J Behav Educ 24, 373–401 (2015). https://doi.org/10.1007/s10864-015-9230-3

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