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

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.
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.
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.
Practical implications and recommendations for school psychologists, teachers, and clinicians for appropriate application of self-management strategies are discussed.