Presenter(s)

• Megan Leamon, Fading a Self-Management Intervention for Students With Emotional–Behavioral Disorders, University of Cincinnati
• Julie Morrison, University of Cincinnati

Abstract

Students with Emotional Behavioral Disorders (EBD) exhibit behaviors that interfere with their ability to access academic instruction. Self-management (SM) interventions can be effective and resource-efficient interventions to promote positive behavior in students with EBD (Howard et al., 2020). This study examined the effectiveness of fading a self-management package using a multiple-treatment reversal/withdrawal A-B-A-B-C design. Key findings and implications include the following: (1) Self-management interventions can promote positive behavior in students with EBD; (2) Students with EBD can successfully implement self-management interventions independently with scaffolding; and (3) Technology-based self-monitoring interventions were feasible and socially acceptable to teachers and students.