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A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders

Mooney, P. Ryan, J. B. Uhing, B. M. Reid, R. Epstein, M. H.
Journal of Behavioral Education
The purpose of this review was to report on the effectiveness and focus of academic self-management interventions for children and adolescents with emotional and behavioral disorders. Twenty-two studies published in 20 articles and involving 78 participants met inclusionary criteria. The overall mean effect size (ES) across those studies was 1.80 (range -0.46 to 3.00), indicating effects were generally large in magnitude and educationally meaningful. Self-monitoring interventions were the predominant type of self-management technique used by researchers. The mean ES for intervention types were self-evaluation (1.13), self-monitoring (1.90), strategy instruction techniques (1.75), self-instruction techniques (2.71), and multiple-component interventions (2.11). Interventions targeted improvement in math calculation skills more than any other area. The mean ES by academic area were math interventions (1.97), writing (1.13), reading (2.28), and social studies (2.66). There was evidence to support a claim of the generalization and maintenance of findings. Implications, limitations, and areas for future research are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract).

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Type of intervention

Treatment and Child Welfare Interventions


Mental Health Problems and Disorders

Behavior Problems

Externalizing Behaviors / Challenging Behaviors

Emotional Problems

Depression and Depressed Mood

Development and Life Coping Skills

School Performance


The organization of interventions

School/Preschoolbased Interventions

Age group

School Aged Children (6-12 years)

Adolescents (13-18 years)

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