A self-management program for disruptive adolescents in the school: A clinical replication analysis

Abstract

A self-management program based on behavior analysis principles and procedures was developed to assist middle school students who were having adjustment-discipline problems. The middle school where the research was conducted utilized an assertive discipline program in which violations of the school rules resulted in after-school detention. The program was conducted for 3 consecutive school years with a total of 103 students participating. Multiple baseline and clinical replication analyses of the data indicate that the vast majority of the students reduced their level of disruptive behavior after participation. Follow-up data for periods of as long as 2 years showed continued lower levels of detentions. The results are discussed as they relate to the design and implementation of programs for young adolescents who are having adjustment difficulties.