Self-management for students with autism is important both as a management tool and as a means to enhance students' quality of life by empowering them to control their own behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth with autism. Single-subject research using self-management of students with autism as an intervention was synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students with autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed with autism are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract).
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