Issues Surrounding the Use of Self-Management Interventions for Increasing Academic Performance

Abstract

Self-management interventions can be particularly useful strategies for managing students' behaviors in school. By training students to self-observe, record, evaluate, correct, and prompt their own behaviors, school psychologists and teachers may be able to structure classroom ecologies so all students can succeed academically. Although researchers have yet to clearly establish the variable(s) that bring about change when self-managed academic interventions are employed, many procedural guidelines have been established. This manuscript reviews the research on self-management procedures and their effects on academic performance.