[Solved] resp 3

Assignment Prompt & Instructions

attached

– ## resp3.docx

**## resp3.docx**

**Response to your classmate:**

**Post 2- Self-management.**

Another evidence-based intervention that can be used in a school setting is self-management intervention. Smith et al. (2022) found positive results in a systematic review for the self-management procedures in all grades, improving behaviors and students’ academic growth.

A self-management procedure will increase autonomy, regulation, and motivation, as the student will monitor and reinforce their behavior. It opens their participation in the behavior change process, creating a foundation for fading the intensity of the support needed. Self-management does have to be taught and is an effective strategy to support students' goal achievement; the intervention can be used in all tiers, promoting more independence and participation to have skills to be in an inclusive school environment.

The program "We have choices" is a self-management strategy and was found to have positive results in a study conducted by Smolkowski et al. (2022); with general classroom students, the students showed more participation, engagement, and independence and less maladaptive behavior. The strategy consists of letting students choose some aspects of the tasks; for example, what subject they wanted to work on first, what type of materials they would prefer, environmental choices, and work area. They could choose between working in silence or discussing with others, working on the floor or at the table, and how they would show the teacher the work.

Reference:

Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review.
_Campbell systematic reviews_,
_18_(1), e1223.
[https://doi.org/10.1002/cl2.1223Links to an external site.](https://doi.org/10.1002/cl2.1223)

Smolkowski, K. Marquez, B. Marquez, J. Vincent, C. Pennefather, J. walker, H. & Strycker, L.A. (2022). Teaching self-management strategies to upper-elementary students: Evidence of promise from the we have choices
program.
_Psychology in the Schools, 60_(6).

[**https://doi.org/10.1002/pits.22710** Links to an external site.](https://doi.org/10.1002/pits.22710)

**## resp3.docx**

**Response to your classmate:**

**Post 2- Self-management.**

Another evidence-based intervention that can be used in a school setting is self-management intervention. Smith et al. (2022) found positive results in a systematic review for the self-management procedures in all grades, improving behaviors and students’ academic growth.

A self-management procedure will increase autonomy, regulation, and motivation, as the student will monitor and reinforce their behavior. It opens their participation in the behavior change process, creating a foundation for fading the intensity of the support needed. Self-management does have to be taught and is an effective strategy to support students' goal achievement; the intervention can be used in all tiers, promoting more independence and participation to have skills to be in an inclusive school environment.

The program "We have choices" is a self-management strategy and was found to have positive results in a study conducted by Smolkowski et al. (2022); with general classroom students, the students showed more participation, engagement, and independence and less maladaptive behavior. The strategy consists of letting students choose some aspects of the tasks; for example, what subject they wanted to work on first, what type of materials they would prefer, environmental choices, and work area. They could choose between working in silence or discussing with others, working on the floor or at the table, and how they would show the teacher the work.

Reference:

Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review.
_Campbell systematic reviews_,
_18_(1), e1223.
[https://doi.org/10.1002/cl2.1223Links to an external site.](https://doi.org/10.1002/cl2.1223)

Smolkowski, K. Marquez, B. Marquez, J. Vincent, C. Pennefather, J. walker, H. & Strycker, L.A. (2022). Teaching self-management strategies to upper-elementary students: Evidence of promise from the we have choices
program.
_Psychology in the Schools, 60_(6).

[**https://doi.org/10.1002/pits.22710** Links to an external site.](https://doi.org/10.1002/pits.22710)