Effects of Self-Management Interventions on Challenging Behavior: A Systematic Review and Meta-Analysis

• Published in: Research on social work practice Vol. 35; no. 2; pp. 129 - 148
• Main Authors: Smith, Tyler E., Thompson, Aaron M., Maynard, Brandy R., Kim, Anna M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.02.2025; SAGE PUBLICATIONS, INC
• Subjects: Behavior; Behavior problems; Classroom behaviour; Classrooms; Groups; Intervention; Management; Management development programmes; Meta-analysis; Quasi-experimental methods; Research design; Selfmanagement; Systematic review; meta-analysis; school-aged children; systematic review; self-management interventions; challenging classroom behaviors
• ISSN: 1049-7315; 1552-7581
• DOI: 10.1177/10497315231200351

Purpose: The systematic review and meta-analysis evaluated the effectiveness of self-management interventions on classroom behaviors and academic outcomes. Methods: Review procedures followed Campbell Collaboration guidelines to search, select, and extract data from published and unpublished studies employing an experimental/quasi-experimental comparison group or single-case experimental design assessing the effects of a self-management intervention in schools. Seventy-five single-case design studies (236 participants; 456 effects) and 4 comparison group studies (422 participants; 11 effects) were included. Results: Single-case results indicated self-management interventions positively impacted challenging behaviors (LRRi = 0.69 [0.59, 0.78]) and academic outcomes (LRRi = 0.58 [0.41, 0.76]). A significant main effect for improving challenging behaviors was revealed in group design studies (g = 0.63 [0.08, 1.17]). Discussion: Limitations, including methodological shortcomings in the single-group design studies and the small number of comparison group studies, should be considered when interpreting findings. Implications for practice and future research are discussed.