Protocol for a Systematic Review: Self‐Management Interventions for Reducing Challenging Behaviors among School‐age Students: A Systematic Review

Abstract

Most parents and teachers agree that students need to exhibit appropriate social behaviors in order to achieve academic goals (Agenda, 2004; Bushaw & Lopez, 2010). However, approximately 20% of students repeatedly display challenging social behaviors that interfere with normal academic and social development (American Academy of Pediatrics Committee on School Health [AAP], 2004; Brauner & Stephens, 2006; Walker, Ramsey, & Gresham, 2004). Challenging behaviors put students with such behaviors at increased risk for school failure and social and emotional maladjustment over the life course, interfere with the learning of their peers, increase stress and burnout for teachers, and erode the quality of a learning environment. Challenging student behaviors are defined as acts that (a) interfere with social and academic functioning; (b) harm a child, his or her peers, or adults; and (c) place a child at risk for later developmental problems. Because research often distinguishes between subtypes of challenging behaviors, we specify several subtypes: (a) direct and indirect forms of aggression (Crick & Gropeter, 1995; Dodge & Coie, 1987; Parke & Slaby, 1983); (b) overt and covert antisocial behaviors (e.g., stealing, bullying, lying, betrayal; Kaiser & Rasminsky, 2009); and (c) common acts of insubordination (e.g., disrespect, arguing, noncompliance, withdrawal, refusal to cooperate).