A Randomized Trial of the Self-Management Training and Regulation Strategy for Disruptive Students. (July 2014)

• Record Type: Journal Article
• Authors: Thompson, Aaron M.
• Is Part Of: Research on social work practice. Volume 24:Number 4(2014:Jul.)
• Page Start: 414
• Page End: 427
• Publication Date: 2014-07
• Subjects: disruptive behavior -- randomized trial -- elementary school -- intervention -- self-management; Social service -- Periodicals; 361.3205
• DOI: 10.1177/1049731513509691
• Languages: English
• ISSNs: 1049-7315

Abstract

Objectives: The study examined the effects of the Self-Management Training and Regulation Strategy (STARS) on disruptive behavior, authority acceptance, social competency, and student–teacher relations. Method: All fourth- and fifth-grade students ( N = 762) in seven schools and 42 classrooms were screened for disruptive behaviors. Using a cluster randomized design, 60 students in 23 classrooms and 48 students in 19 classrooms with highest levels of disruptive classroom behaviors were randomized to STARS or a control comparison condition. Multilevel models compared study conditions on all outcomes. Results: Study conditions were balanced at pretest. STARS students demonstrated improved teacher-rated disruptive behavior, social competence, authority acceptance, and relations. Conclusions: Selective programs targeting autonomy support improve social competencies and relationships that are important for school success.