Date of Award

2001

Degree Type

Report

Degree Name

Master of Science (MS)

Department

Psychology

First Advisor

Timothy Slocum

Abstract

Disruptive behaviors exhibited by children and youth pose a major problem for

students exhibiting the behaviors, their peers, parents, and teachers. Disruptive behaviors

including shouting, aggression, off-task behaviors, and noncompliance, correlate with

poor social skills, low peer acceptance, higher rates of academic deficiencies, and in

adulthood instability in relationships and employment. Self-management programs

employ traditional behavior management methods and with self-management

components to teach students to self-monitor or evaluate their behavior. By teaching

students to be aware of and to manage their own behavior students may be better able to

generalize appropriate behaviors to other less supervised settings, complete more work,

and experience a sense of accomplishment for controlling their behavior. Past reviews of

self-management literature have demonstrated the effectiveness of self-management

interventions in changing disruptive behaviors and documented limitations of the

research. However, the most recent review was completed over a decade ago, therefore a

current review of self-management programs for disruptive behaviors was completed.

The review indicated that recent literature has corrected some past limitations by studying

a larger variety of age groups in different settings and by providing replicable

intervention steps. Unfortunately, many variables continue to be neglected (e.g.,

generalization, maintenance, social validity, treatment integrity). The strengths and

limitations of current self-management literature as applied to changing disruptive

behaviors exhibited by youth are discussed and areas for future research recommended.

Included in

Psychology Commons

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