Abstract
Notwithstanding the wealth of research that documents the effectiveness of self‐management programs in the classroom, few investigations have explored classwide use of self‐management procedures as a universal intervention. To extend existing research in this area, we examined the effectiveness of a classwide self‐management intervention for decreasing disruptive behaviors among three at‐risk second‐grade students. We used a multiple baseline across subjects design and evaluated the effects of the self‐management program at both the individual and classwide levels during academic instruction time. Results of the study showed a decrease in disruptive behaviors of the target students and a general decrease in classroom disruptive behavior. In addition, teachers and students provided positive ratings of intervention acceptability and feasibility. Limitations, implications, and future directions for research are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
