Can self-management interventions influence the academic achievement of students with emotional and behavioural difficulties?

DCSF Standards Site

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.

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