Increasing academic productivity of severely multi-handicapped children with self-management: Idiosyncratic effects

Applications of Self-Management to Individuals with Severe Handicaps: A Review

Self-management procedures involve an individual in implementing strategies which may enhance his or her behavior change. These strategies may be applied as antecedents or consequences to the target behavior. A review of selected self-management literature, with a focus on individuals with severe handicaps, is presented to identify potential replications and adaptations for practice and future research with this population.

Self-management as a strategy to improve the classroom behavior of adolescents with ADHD

This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.