Self Management
Study: Wood et al. (2002)

Describe how students were selected to participate in the study:

Students were selected based on referrals for persistent levels of off-task behavior. In addition, all student were enrolled in a middle school for students that had been previously expelled from more inclusive settings.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional/behavioral difficulties (BI):

The students were not identified with an emotional and behavioral disorder though their prior behavior and school placement indicated they were at high risk for behavioral issues.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• below the 30th percentile on local or national norm, or
• identified disability related to the focus of the intervention?

%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• emotional disability label,
• placed in an alternative school/classroom,
• non-responsive to Tiers 1 and 2, or
• designation of severe problem behaviors on a validated scale or through observation?

%

Please describe the study design:

A multiple baseline across six class settings for each of the four students was used. This design staggers presentation of the intervention across different class periods each case providing a basis for controlling many threats to internal validity.

Clarify and provide a detailed description of the treatment in the submitted program/intervention:

The intervention consisted of providing students with a definition of on-task behavior; modeled self-monitoring processes; and provided feedback to the student under mock conditions. The researcher checked the accuracy of the student during the self-monitoring phase.

Clarify what procedures occurred during the control/baseline condition (third, competing conditions are not considered; if you have a third, competing condition [e.g., multi-element single subject design with a third comparison condition], in addition to your control condition, identify what the competing condition is [data from this competing condition will not be used]):

The baseline was a business as usual condition though few details were provided on what occurred. Self-management was not implemented during this time period.

Please describe how replication of treatment effect was demonstrated (e.g., reversal or withdrawal of intervention, across participants, across settings)

The multiple baseline had six total legs for each student which provides enough replications – according to convention – to provide evidence.

Please indicate whether (and how) the design contains at least three demonstrations of experimental control (e.g., ABAB design, multiple baseline across three or more participants).

There were six legs in the multiple baseline for each of the four students providing a sufficient number of replication attempts for each student.

If the study is a multiple baseline, is it concurrent or non-concurrent?

Concurrent

How was the program delivered?

Individually
Small Group
Classroom

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

• Targeted measures
  Assess outcomes, such as competencies or skills, that the program was directly targeted to improve.
  • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
  • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
• Broader measures
  Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
  • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
  • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be on-task behavior in another setting.
• Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates, which do not have psychometric properties as do other, more traditional targeted or broader measures.

If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion: