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Self-Management Techniques

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on 9 November 2013

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Transcript of Self-Management Techniques

Self-Management Techniques
Goal of Self-Management

Student contract with monitoring mechanism

Video feedback (VFB) (Deitchman, C., Reeve, S. A., Reeve, K. F., Progar, P. R., 2010).

Pairing motivational techniques and reward systems (Council for Exceptional Children, 1990)

Classroom wide management
Practical Information
Easy to use and well researched

Flexible and can be individually adapted (Koegel, L. K., Koegel, R. L., & Parks, D. R., 1990).

Wide applicability to be used with range of student behaviors, ages and disabilities (King-Sears, 2006).
Reviewed research indicates usefulness with students with mild to severe disabilities, including autism and ADHD.
Educational Implications
For students, self-management leads to:
More active participants
Increased perception of competence, empowerment and independence.
Reduced target behavior, increased on-target behavior/social skills (Council for Exceptional Children).
Acquired skills that are portable/transferrable to other situations (Avcioglu, H., 2012; Rhode, Jenson, & Reavis, 2010).

http://www.specialconnections.ku.edu/?q=behavior_plans/positive_behavior_support_interventions/teacher_tools/teaching_self_management_skillsCavalier, A. R., & Bear, G. G. (in press). Behavior replacement techniques for correcting misbehavior. In G. G. Bear, Developing self-discipline and preventing and correcting misbehavior. Boston: Allyn & Bacon.
Council for Exceptional Children (1990). Student self-management to increase on-task behavior, Research brief for teachers T3, ERIC Clearinghouse on Handicapped and Gifted Children.
Deitchman, C., Reeve, S. A., Reeve, K. F., Progar, P. R. (2010). Incorporating video feedback into self-management training to promote generalization of social initiations by children with autism. Education and Treatment of Children, 33 (3), 475-488.
King-Sears, M. E. (2006). Self management for students with disabilities: The importance of teacher follow-up, International Journal of Special Education, 21 (2), 94-108.
Koegel, L, K., Koegel, R. L., & Parks, D. R. (1990). How to teach self-management to people with severe disabilities: A training manual, Education Resources, Information Center (ERIC), 2-35.
Lohrmann, S., & Talerico, J. (2004). Anchor The Boat: A Classwide Intervention To Reduce Problem Behavior. Journal of Positive Behavior Interventions, 6(2), 113-120.
Rhode, G., Jenson, W. R.,& Reavis, H. K. (2010). The tough kid book: Practical classroom management strategies (2nd ed.). Eugene, Oregon: Pacific Northwest Publishing.
Rhode, Ginger, Ph.D., Jenson, William R., Ph.D., & Reavis, H. Kenton, Ed. D. The Tough Kid Book. 1996. Sopris West. Longmont, CO.
Classroom Self-Management Example
Individual Self-Management Example
7 Steps:
Functional assessment to find target behavior
Teacher brings target behavior under control
Select a system of data recording that works for the student
Let the student determine the goal and reward
Instruct the student how to use the recording system
Student begins self-monitoring
Be progressive and fade
Methods, skills, and strategies by which individuals can effectively direct their own activities toward the achievement of objectives, and includes:
goal setting, decision making, focusing, planning, scheduling, time management, task tracking, self-evaluation, self-intervention, self-development

The ability to monitor and adjust one's own behavior
What is Self-Management
Self management techniques:
heighten student responsibility
increase student motivation
decrease demands on teacher’s time (Council for Exceptional Children, 1990)

Student's role:
correct, chart or evaluate problematic behavior

Teacher's role:
monitor, offer feedback and reinforce behavior (Council for Exceptional Children, 1990)

Educational Implications
For teachers, self management leads to:
Less time spent behavior management
Fits well with a variety of instruction (Council for Exceptional Children, 1990)

Word of caution:
Teachers need to teach techniques
Requires feedback and follow through to monitor (King-Sears, 2006)

The goal is to transfer as much management of the student's behavior onto the students themselves through a self-management intervention
Class Activity
Get into groups of 4-5

Brainstorm a target behavior that you might use self-management techniques for

Use the steps for implementing a SMT and complete one self-monitoring contract per group

Share with the class
Shandi Partner, Leila Bendeck, Gita Pippin
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