Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis

Suk Hyang Lee; Richard L. Simpson; Karrie A. Shogren

doi:10.1177/10883576070220010101

Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis

Suk Hyang Lee, Richard L. Simpson, Karrie A. Shogren

Department of Special Education

Research output: Contribution to journal › Article › peer-review

100 Scopus citations

Abstract

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 nonoverlapping 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.

Original language	English
Pages (from-to)	2-13
Number of pages	12
Journal	Focus on Autism and Other Developmental Disabilities
Volume	22
Issue number	1
DOIs	https://doi.org/10.1177/10883576070220010101
State	Published - Feb 2007

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Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis

Abstract

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