Volume 27, Issue 2 (1998)
Reducing Disruptive Behavior in General Education Classrooms: The Use of Self-Management Strategies
Kathryn E. Hoff, George J. DuPaul
Abstract: The use of a self-management strategy in a general education classroom to decrease the disruptive behavior of three elementary school students with ADHD or ODD was investigated.A multiple-probe design was used to assess the effects of the intervention in both structured and unstructured settings. Results indicated that the self-management intervention led to decreases in disruptive behavior, which was maintained in the absence of the teacher. These data add to the existing literature suggesting self-management as a viable alternative to traditional contingency management approaches. Implications for research and practice are discussed.
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