The effect of self-management strategies on improving task performance in students with learning disabilities

Introduction: Behavioral self-management approach offers some promising implications for improving independent task performance in all students particularly ones with learning disabilities. The purpose of this study was to investigate the effects of self-management training on task performance in st...

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Published in:Journal of analytical research in clinical medicine 2016-02, Vol.4 (1), p.53-65
Main Authors: Bahri, Leila, Mirnasab, Mirmahmoud, Noorazar, Gholamreza, Fathi Azar, Eskandar, Asadi, Seddiq
Format: Article
Language:English
Subjects:
Learning Disability
Self-Management
Task Performance
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container_title Journal of analytical research in clinical medicine
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creator Bahri, Leila
Mirnasab, Mirmahmoud
Noorazar, Gholamreza
Fathi Azar, Eskandar
Asadi, Seddiq
description Introduction: Behavioral self-management approach offers some promising implications for improving independent task performance in all students particularly ones with learning disabilities. The purpose of this study was to investigate the effects of self-management training on task performance in students diagnosed as learning disabled. Methods: The participants were five students with learning disabilities attending in sub-specialty psychological clinics in Tabriz, Iran. Changing criterion design as a type of single-subject design applied, and data were gathered during each baseline and treatment sessions. Results: Training in self-management strategies was conducted in 12 sessions of 45 minutes. The self-management training improved students’ task performance and increased their academic productivity and accuracy. Conclusion: Practical implications and recommendations for school psychologists, teachers, and clinicians for appropriate application of self-management strategies are discussed.
doi_str_mv 10.15171/jarcm.2016.009
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subjects Learning Disability
Self-Management
Task Performance
title The effect of self-management strategies on improving task performance in students with learning disabilities
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