Self-management for students With autism is important both as a management tool and as a means to enhance students' quality of life by empoWering them to control their oWn behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth With autism. Single-subject research using self-management of students With autism as an intervention Was synthesized and the impact Was analyzed across intervention and participants' characteristics using the percentage of nonoverlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students With autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed With autism are discussed.
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