Implementing self-management within a group counseling context

Abstract

Classwide adaptations of self-management interventions have been explored as targeted interventions for academic enabling behaviors. However, a trade-off exists between increasing intervention feasibility for groups of students and maintaining theoretical intervention components. This study examines the use of self-management within a 14-session group counseling context to increase the academic enabling behaviors of three middle school students as rated by their teachers. Results of a multiple baseline design across students revealed that academic enabling behaviors increased for two of the three students. Usability results suggested that students found the intervention to be generally acceptable, understandable, and feasible.