Selvregulering av problematferd i klasserommet for grunnskoleelever: En systematisk oversikt

Self-management for primary school students demonstrating problem behavior in regular classrooms: Evidence review of single-case design research

Forfattere
Busacca, M. L. Anderson, A. Moore, D. W.
Årstall
2015
Tidsskrift
Journal of Behavioral Education
Volum
24
Sider
373-401
This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC replication standards were applied to determine whether self-management interventions can be classified as evidence based. Effect sizes were calculated using percentage of non-overlapping data. Results were analyzed at study and individual participant levels in terms of behavior outcomes, student disability and grade. Overall, results suggested there is sufficient research for self-management interventions to be classified as evidence-based practice for primary students with problem behaviors in regular classrooms. Interventions were effective across behaviors, disability categories, and grades. Gaps in the identified evidence base are identified and discussed. Additional high-quality research evidence is required to support applications of self-management for particular outcomes and student subgroups. Implications for future research and practice are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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Tiltaksnivå

Forebyggende og helsefremmende tiltak

Tidlig innsats

Tema

Psykiske vansker og lidelser

Atferdsproblemer

Utagerende/utfordrende atferd (uro, bråk)

Tiltak

Organisering av tiltak

Skole/barnehagebaserte tiltak

Aldersgruppe

Barn i skolealder (6-12 år)

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