DCSF standards Site
The researchers involved in this research review identified a need to improve the academic achievement of students with emotional and behavioural difficulties (EBD). Students with EBD tend to:
- underachieve at school, especially in maths, reading and writing; and
- have difficulties following instructions, working productively and managing their behaviour.
The researchers found that:
- self-management interventions have positive impacts on students' academic achievement;
- a range of self-management interventions including: self-monitoring, self-evaluation, self-instruction, strategy instruction, and multi-component interventions have all shown positive impacts; and
- self-monitoring was the most commonly used self-management intervention.
The researchers also identify some key areas from the literature which require further research and investigation. This study concentrates on the positive findings in relation to students' behaviour and achievement in maths.
Article published to :
QTS Standards
2007: Professional attributes (Q1-9), 2007: Professional knowledge and understanding (Q10-21), 2007: Professional skills (Q22-33), Q1 Have high expectations of children and young people, Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies, Q25 (d) manage the learning of individuals, groups and whole classes, and modifying their teaching appropriately, Relationships with children and young people (Q1-2), Teaching (Q25), Teaching and learning (Q10)
Authors :
Mooney, P; Ryan, J.B; Uhing, B, M; Reid, R & Epstein, M. H.
Other Contributor :
[ORIGINAL TITLE: A review of self-management interventions targeting academic outcomes for students with emotional and behaviour disorders]
Source :
http://www.standards.dfes.gov.uk/research/themes/behaviour/selfmanagement/
Publisher :
Journal of Behavioral Education (2005) Vol.14 (3), pp.203-221
Article Id :
13888
Date Posted:
5/11/2007