Advantage of Teaching
Students Self-Management
• It provides a means for teachers to spend more
teaching and less time trying to control students’
undesirable behavior.
• It increases the likelihood that the appropriate
behavior will last over time and be performed in
settings other than the one in which it was
originally taught.
• It makes students active participants in
developing, implementing, and monitoring a
intervention.
Self-Control
Self-Management
Theoretical Models of SelfManagement
Operant Model of Self-Management
Cognitive Model of Self-Management
Self-Monitoring
• Self-monitoring requires students to first become
aware of their behavior (self-observation) and
then to make a tangible mark to keep track of
what they have done (self-recording).
• Self-monitoring results in reactivity—the process
whereby observing and recording one’s own
behavior promotes changing that behavior in the
desired direction.
Components of Self-Monitoring
Self-Observation
Self-Recording
Self-Graphing
Make a mark beside each day every time you raise your hand and
wait to be called on before asking or answering a question.
Monday
Tuesday
Wednesday
Thursday
Friday
Name: Brad DeSandro
Week: April 8 - April 11
18
16
14
12
Number of
Tim es Raised
Hand
10
8
6
4
2
0
M
T
W
Days
TH
F
Self-Monitoring Attention
Self-monitoring
attention involves
instructing students to
observe their own
behavior and
determine whether
they were paying
attention and to
record the results
when cued through
the use of randomly
presented tones from
a tape recorder.
Parts of Self-Monitoring
Attention
• Tape recorded tones to cue the student to
self-monitor
• A self-questioning strategy for the student
to use when self-monitoring
• A recording for for the student to mark his
answers to the self-monitoring questions
• A graph for the student to chart his
progress
Name
Date
WAS I PAYING ATTENTION?
When you hear the beep, ask yourself if you are:
• writing answers to problems
• watching the teacher
• sitting in your seat
If the answer is yes to any o f t hese, place a check in the "Yes"
column. If the answer is no, place a check in the "No" column.
YES
NO
YES
1
13
2
14
3
15
4
16
5
17
6
18
7
19
8
20
9
21
10
22
11
23
12
24
NO
24
22
20
18
16
14
Number of
times paying
attention
12
10
8
6
4
2
0
M
T
Days
W
TH
F
Self-Monitoring Performance
• The student self-monitors some aspect of academic
performance and self-records the results.
• Self-monitoring performance may involve having
students self-monitor productivity (e.g., number of
math problems attempted), accuracy (e.g., number of
math problems completed correctly, or strategy use
(e.g., whether or not the steps in the division
algorithm were performed).
• Self-monitoring performance typically does not
involve the use of a cueing device.
Steps for Teaching Students
Self-Monitoring Performance
Define a Target Behavior
Collect Baseline Data
Meet with the Student
Provide Instruction in the Procedure
Multiplication Completion Form
Student’s Name
Date
Circle the number of multiplication problems you solved correctly on each daily
assignment. Use the answer key to score your assignments.
Monday
Tuesday
Wednesday
Thursday
Friday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
33
30
27
24
21
18
15
12
9
6
3
0
33
30
27
24
21
18
15
12
9
6
3
0
33
30
27
24
21
18
15
12
9
6
3
0
33
30
27
24
21
18
15
12
9
6
3
0
33
30
27
24
21
18
15
12
9
6
3
0
Specific Areas of Concern
• How accurate should self-monitoring be?
• What should I do if reactivity does not occur?
• What is the best target variable to self-monitor?
• Should I have the child self-monitor the positive
or negative aspect of a behavior?
• How long should the self-monitoring intervention
last?
Self-Evaluation
• Self-evaluation requires having a student
compare his performance against some
criterion.
• Self-monitoring in a necessary
prerequisite.
• It is important that students develop the
evaluative criteria as they are then more
likely to take responsibility for their
behavior.
Develop a Rating Scale
• Include a rating scale at the bottom
of a self-recording sheet
• Include a rating scale at the bottom
of the weekly graph.
Name
Date
WAS I PAYING ATTENTION?
When you hear the beep, ask yourself if you are:
• writing answers to problems
• watching the teacher
• sitting in my seat
If the answer is yes to any o f t hese, place a check in the "Yes"
column. If the answer is no, place a check in the "No" column.
YES
NO
YES
1
13
2
14
3
15
4
16
5
17
6
18
7
19
8
20
9
21
10
22
11
24
12
24
Rate how well you paid attention to day
1
Poor
2
Fair
3
Good
4
Excellent
NO
24
22
20
18
16
14
Number of
times paying
attention
12
10
8
6
4
2
0
M
T
W
TH
F
2
1
3
2
4
Compared to yesterday, rate how well
you paid attention today
1
2
3
Poor
Fair
Good
4
Excellent
Set a Daily Goal
A goal describes a level of
performance toward which an
individual or group should work,
although in everyday language goals
are considered to be motivational.
Weekly Spelling Graph
100
90
80
70
Number
of Words
Spelled
Correctly
60
50
40
30
20
10
0
My goal for
tomorrow:
Date:
Conditions for Effective Goal
Setting
• Set specific goals
• Set realistic goals
• Make goals public
• Include deadlines
• Include feedback
Self-Reinforcement
The term self-administered consequences is
sometimes used since consequences can either
be positive (self-reinforcement) or negative (selfpunishment). Self-administered consequences
occur when an individual arranges the
environment to receive either reinforcement or
punishment. Covert self-administered
consequences occur when an individual tells
himself something positive or negative about his
performance
External Self-Reinforcement
• The student (rather than the teacher) must
determine the evaluative criteria.
• The student (rather than the teacher) must
control access to the reinforcer.
• The student (rather than the teacher) must
administer the reinforcer.
Internal Self-Reinforcement
• A student engages in covert selfstatements—the goal being to praise
oneself for good performance.
• Covert self-statements are no different
than a teacher providing a student with
verbal praise—except the student takes
on this responsibility.
Considerations for Teaching
Self-Reinforcement
• Elaborate self-reinforcement
contingencies should be avoided.
• The identified reinforcers should be
readily accessible for immediate delivery.
• Bootleg or unintended reinforcers must be
eliminated.