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Self-Management As A Class-Wide Intervention: An Evaluation Of The “Self & Match” System Embedded Within A Dependent Group Contingency, Andrew J. Bulla
The U.S. Department of Education (2015) indicated that about 95% of students with special education eligibility receive some form of education in the general education setting. Students with disabilities tend to engage in more disruptive behaviors than their non-disabled peers (e.g., Murphy, Beadle-Brown, Wing, Gould, Shah, & Homes, 2005). If teachers are spending more time managing disruptive behaviors, time allocated to instruction is lost. Self-management is one evidence-based intervention that has shown consistent effects on increasing on-task behavior and decreasing disruptive behaviors. Although feasible at the individual level, previous research has identified that class-wide self-management interventions may be efficacious ...