| This study examined the effectiveness of self-management strategies, designed to target interpretation and understanding of the classroom environment and student responsibilities and requirements, among students (5--8 years) with ASD in inclusive education classrooms. The study employed a mixed methods design, using qualitative and quantitative methodologies. Focused interviews (Ary, Jacobs, & Razavieh, 2000) were conducted with 5 general education teachers, and a replication of single case experimental design with repeated measures (Campbell & Stanley, 1963; Gall, Gall, & Borg, 2002; Lomax, 2001) was used to determine the effectiveness of self-management strategies for 4 students with ASD.;The general education teachers identified seven classroom behaviors that were the focus of the student's self-management strategies. Students were taught how to use self-management strategies while participating in activities in the general education classroom. Data were collected on the occurrence of expected behaviors and undesired behaviors during baseline and follow-up. The results of the study indicated that self-management strategies were effective in increasing the occurrence of expected behaviors and decreasing the occurrence of undesired behaviors for young students with ASD. |
