Reducing Disruptive Behavior in General Education Classrooms: The Use of Self-Management Strategies

The use of a self-management strategy in a general education classroom to decrease the disruptive behavior of three elementary school students with ADHD or ODD was investigated. A multiple-probe design was used to assess the effects of the intervention in both structured and unstructured settings. Results indicated that the self-management intervention led to decreases in disruptive behavior, which was maintained in the absence of the teacher. These data add to the existing literature suggesting self-management as a viable alternative to traditional contingency management approaches. Implications for research and practice are discussed.