Answer:
The ultimate goal of education is to increase students'
independence which is accomplished only when students assume responsibility
for their own behavior.
Rutherford, et al (1996)
Effective Strategies for Teaching
Appropriate Behavior. . . CCBD
Self-management is a method of teaching this independence. Self-management
refers to techniques that transfer control of behavior from external
reinforcers to the students themselves.
Most self-management programs include some or all of these steps:
• Select a behavior to increase or decrease.
• Practice the replacement behavior.
• Determine what success will look like (mastery criteria).
• Select a recording system.
• Teach the student to use it.
• Provide practice in both the desired behavior and the use of
the recording system.
• Monitor progress.
• Have a self-administered reinforcer.
• Provide for maintenance (fade the recording system and reinforcement).
• Consider generalization.
Self-management has been taught successfully to students of all ages
and all ability levels. While it is often used in special education
settings for individualized behaviors, it is a valuable technique to
teach an entire general education class and focused on a behavior that
everyone needs to improve (e.g., staying on task, paying attention.
See http://www.pb5th.com/selfmoni.shtml
for a how-to from a fifth grade teacher.
Beginning to teach a self-mismanagement strategy can be time consuming
but in the long run, it increases instructional time. Here are some
tips that might make it easier:
Do you want to….
• Remember to say something positive to each student every day?
• Use the stairs instead of the escalator?
• Stop raising your voice when you want the students' attention?
• Watch less TV?
Try a self-management program on yourself first! http://www.coun.uvic.ca/learn/program/hndouts/slfman.html
When you start the program with your students,
• Start with something REALLY, REALLY easy. (e.g., walking to line
up).
• Set your goal REALLY, REALLY small (e.g., twice each day).
• Keep the recording system REALLY, REALLY simple (a grid is fine).
• Focus on only ONE behavior at a time.
Did you know that the very act of recording a behavior changes
that behavior?
"You're watching what you eat. You're cutting out the usual suspects
- fast foods, that nightly pint of Ben & Jerry's…. But if you're not
writing it down, you may be depriving yourself of a key to long-term
weight loss" (any behavioral change!!)
San Francisco Chronicle September 15, 2002
Resources
http://www1.adhdlivingguide.com/mentalhealth/adhd/livingguide/forteens/school_and_stu/monitor.htm
http://www.autism.org/selfmanage.html
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/SelfMonitoring.html
Shapiro, E.S. & Cole, C.L. (1994) Behavior change in the classroom:
Self- management interventions. New York: Guilford Press.
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