Self-Managed Groups: Fitting Self-Management Approaches into Classroom Systems

Factors limiting the use of traditional, classroom self-management interventions are considered. These factors include aspects of self-management approaches contributing to the inappropriateness and impracticality of these interventions for classroom-wide use. Reciprocal Peer Tutoring (RPT) is presented as a strategy with self-management features that holds promise for classroom use. RPT combines student choice and student managements with interdependent group reward contingencies and reciprocal peer teaching. An example of the design, implementation, and evaluation of a school-based RPT intervention for an urban public elementary school is presented. The illustration is followed by a discussion identifying RPT features which may have enhanced utilization.