Managing Problematic Student Behaviours in Mainstream Primary Education Settings Through Self-Management

This PhD thesis explores, evaluates and extends current single-case design research evidence which presents investigations on the use of school-based self-management interventions in promoting positive classroom behaviour. The broad aim of this thesis is to examine the use of self-management interventions with primary school students displaying low-level, high-frequency disruptive behaviour and disengagement in general education settings. This thesis is comprised of three interconnected studies inclusive of an evidence review, a comprehensive intervention analysis, and a single-case design intervention study which pilots a novel, evidence-informed technology supported self-management strategy.