Self-management as an evidence-based practice for students with autism spectrum disorder

Abstract EN

Individuals with autism spectrum disorder (ASD) have difficulty generalizing learned behavior to varied environments with independence.

Self-management for students with ASD 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 paper reviews the effects of self-management as a positive intervention used to improve the social, behavioral, and academic performance of children diagnosed with ASD from early childhood through high school.