Gary Ka-Ki Chung, Michael Marmot, Irene Yuk-Ying Ho, Siu-Ming Chan, Eric Tsz-Chun Lai, Samuel Yeung-Shan Wong, Eng-Kiong Yeoh, Jean Woo, Roger Yat-Nork Chung
Secular trends of life expectancy and disability-free life expectancy at age 65 and associated gender and area-level socioeconomic inequalities in Hong Kong: a serial cross-sectional study between 2007 and 2020
The Lancet regional health. Western Pacific
challenging classroom behaviors interfere student social academic functioning may harmful everyone schools selfmanagement interventions within schools address concerns helping students develop necessary social emotional behavioral skills thus current systematic review synthesized analyzed schoolbased selfmanagement interventions used address challenging classroom behaviors current study aimed inform practice policy evaluating effectiveness selfmanagement interventions improving classroom behaviors academic outcomes b examining state research selfmanagement interventions based existing literature comprehensive search procedures included electronically searching online databases eg ebsco academic search premier medline eric psycinfo handsearching 19 relevant journals eg school mental health journal school psychology referencelist searching 21 relevant reviews searching gray literature eg contacting authors searching online dissertationtheses databases national government clearinghouseswebsites searches completed december 2020 included studies employed either multiple groupdesign ie experimental quasiexperimental singlecase experimental research design met following criteria utilized selfmanagement intervention b conducted school setting c included schoolaged students assessed classroom behaviors standard data collection procedures expected campbell collaboration used current study analyses singlecase design studies incorporated threelevel hierarchical models synthesize main effects metaregression moderation robust variance estimation applied singlecase design groupdesign studies account dependency issues final singlecase design sample included 75 studies 236 participants 456 effects ie 351 behavioral outcomes 105 academic outcomes final groupdesign sample included 4 studies 422 participants 11 total behavioral effects studies occurred united states urban communities public schools elementary settings singlecase design results indicated selfmanagement interventions significantly positively impacted student classroom behaviors lrri 069 95 confidence interval ci 059 078 academic outcomes lrri 058 95 ci 041 076 singlecase results found moderated student race special education status whereas intervention effects pronounced african american students f 556 p 002 students receiving special education services f 687 p 001 singlecase results found moderated intervention characteristics ie intervention duration fidelity assessment fidelity method training despite positive findings singlecase design studies risk bias assessment indicated methodological shortcomings considered interpreting findings significant main effect selfmanagement interventions improving classroom behaviors also revealed groupdesign studies g 063 95 ci 008 117 however results interpreted caution given small number included groupdesign studies current study conducted using comprehensive searchscreening procedures advanced metaanalytic techniques adds large amount evidence indicating selfmanagement interventions successfully used address student behaviors academic outcomes particular use specific selfmanagement elements ie selfdetermining performance goal selfobserving recording progress reflecting target behavior administering primary reinforcers considered within current interventions well development future interventions future research aim assess implementation effects selfmanagement group classroomlevel within randomized controlled trials