Self Management
Study: Amato-Zech et al. (2006)

Describe how students were selected to participate in the study:

Students were selected based on referrals for persistent levels of on-task behavior. Classroom observations indicated that students were engaged for less than 55% of the class period.

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

Two of the students had a learning disability with the third having been identified as emotionally disturbed. All three had been identified with a speech-language impairment. No additional identification information was provided.

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:

An ABAB reversal design was used to evaluate the intervention in which "A" phases are associated with the baseline and "B" phases are associated with the implementation of the self-monitoring intervention.

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

The intervention consisted of providing students with two 30-minute trainings which were implemented by the research team. Students describe their goals, create a plan in conjunction with the teacher, use photographs to help create mental representations of the goals, develop a reflection process for their goals, and track their own progress.

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]):

Student behavior was recorded and instruction continued as usual. This consisted of a reward system provided to students as part of the broader classroom management process.

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

The response patterns for each participant were examined within the context of an ABAB design. The ABAB provides there opportunities to demonstrate an intervention effect and therefore sufficient number of replication opportunities.

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).

The ABAB withdrawal design provides three demonstrations of the intervention effect and therefore is sufficiently rigorous to document experimental control.

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

N/A

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: