Using a Self-Management Behavioral Intervention to Decrease Disruptive Behavior in a Seventh Grade Student

Date of Award

Fall 12-16-2021

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Lisa Stewart


Students experience conduct issues for a variety of reasons and the effects of these issues may be experienced throughout the rest of the student’s life. The purpose of this project was to explore the effect that a 6-week self-management intervention had on a 14-year-old, seventh-grade boy exhibiting conduct problems in school. The self-management intervention focused on increasing the student’s self-regulation skills through self-monitoring his own behavior, self-recording the behavior, and comparing the behavior to the agreed upon replacement behavior of following adult directives. The intervention included progress monitoring of goals and behavioral reinforcements (rewards) that were faded throughout the intervention. Data was collected on how often the student reported he followed adult directives throughout the entire class period and how many office discipline referrals the student received for disruption. The intervention appeared to have a positive impact but then seemed to decrease in effectiveness throughout the duration of the data collection period. However, due to limitations in resources and inconsistency of intervention implementation, the results were inconclusive. Self-management can be an effective intervention, but it is important that the intervention is a good match to both the student and resources, and it is implemented with integrity.

Abstract only: No full text available.