Issues Surrounding the Use of Self-Management Interventions in the Schools

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Abstract
Self-management interventions have been shown to successfully remediate a variety of academic and behavior problems exhibited by children in the classroom. Despite this substantial empirical research support, self-management interventions do not appear to be used on a widespread basis in the schools. As a means of introducing self-management, relevant terms are defined and examples of various self-management procedures are provided. A distinction is made between contingency-based self-management approaches and cognitive behavioral approaches. Finally, several potential problems and/or issues impeding the widespread application of self-management interventions in school settings are discussed.