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“Helping Learners to Manage Themselves - Success in Life through Self-Management”
Michele GlynnKathy Healy
Charting the C’sApril 24-26, 2016
Self- management video
Self-Management Video
“Let’s Talk about Self-Management”https://www.youtube.com/watch?v=XjdvqFZkdMM
Why Self Management?
• Giving the person more control over their own life
• Control is given through teaching the person skills
• Giving the person specific strategies to control or modify their own behavior
• The terms self-regulation and self-control are often used interchangeably with self management
Advantages to Self Management
• Involve the person in their own behavior change
• Teachers are helping students do something independently
• Gives people with disability control over their lives
• Less dependence on teachers/adults
• Promotes generalization of skills
• Self Management Systems are used to increase desired behaviors and/or decrease interfering behaviors by teaching learners to:
a) Monitor their behaviorb) Record their performancec) Obtain reinforcement when their performance meets a pre-
established criterion
*Evidence Based Practice for students with ASD – National Professional Development Center for ASD (NPDC-ASD)
What is the Self Management EBP*?
Group Activity
Turn and Talk:
Think about a student you know.
Discuss what specific skills seem appropriate to increase/decrease and why.
Evidence-based studies using Self Management, to name a few
• giving compliments to others (Apple, Billingsley, & Schwartz, 2005)
• responding to others (Newman, Reinecke, & Meinberg, 2000)
• sharing (Reinecke, Newberg, & Meinberg, 1999)
• increasing on-task behavior (Coyle & Cole, 2004; Newman et al., 1995)
• initiating interactions (Kern, Marder, Boyajian, Elliot, & McElhattan, 1997)
• reducing the occurrence of interfering behaviors (Koegel,et al., 2000)
• promoting daily living skills (Pierce & Schreibman, 1994)
• increasing play skills (Stahmer & Schreibman, 1992)
• conversing with others (Koegel, R. L. et al. 1993; Newman et al., 1996)
• Step 1. Prepare the specific system to be implemented
• Step 2. Teach the learner to use the system
• Step 3. Implement the system with adult support
• Step 4. Promote learner independence with the system
The steps for implementing a self-management system include:
Example of a teacher: Step 1 and Step 2
Teacher using Self- Management
“Self-management to increase desired behaviors for students with Autism.”
https://www.youtube.com/watch?v=VMmUnXlyrx8
Step 1. Prepare the SM System
A. Identify the Skill
Example: Student will offer answer to teacher-directed questions
B. Identify the Reinforcer(s)
Examples: Ipad, computer time, stickers
C. Selecting Self Monitoring and Cueing Devices (based on interval or frequency)
D. Develop a visual recording system for the student
Step 1. Prepare the SM System:A. Identify Skill (Follow the SM Implementation Worksheet)
Identifying Target Behavior/Skill
• identifying the target behavior to be increased or decreased• developing a clear description of the target behavior that adults agree upon and presenting it in a
format that learners are able to comprehend.• Use a behavior/skill that the student already has in their repertoire instead of teaching a new skill
(i.e. performance deficit)
Example: Greeting peers.
Student is verbal and is able to greet and talk with peers in some settings, including the resource room. He has the prerequisites to greet his peers in general education but requires a self-management system to exhibit the behavior on his own without adult prompting.
“Upon entering the general education classroom, student will greet three peers by saying hi or waving.”
Step 1. Prepare the SM System:B. Reinforcers
Choosing Reinforcers
• Teachers/practitioners identify reinforcers that reward the learner by: • asking family members,• asking or formally assessing the learner, and• using any other knowledge about the learner.
• It is best to identify a variety of reinforcers as opposed to a single reinforcer.
Note: You will want to consider reinforcers your student can gain access to without your assistance.
Step 1. Prepare the SM System:C. Data Collection
Developing a Data Collection System
• Teachers/practitioners develop a data-collection system by identifying:
• the type of data-collection system (interval or frequency) and
• the initial criterion for the target behavior. The initial criterion for the target behavior should be based on a learner's performance before the intervention begins and should be set sufficiently low to increase the likelihood that the learner will successfully use the target skill.
Example: Student greets several peers in the resource room daily so I know starting with three is a low enough criterion for success.
Examples of Frequency versus Interval
Frequency Interval – need a cuing device(number of times within a (monitor and record after given period of time) a set period of time)
Say hi to 3 friends during recess On task every 5 minutes
Complete 3 tasks in 10 min time No blurting during 3 minutes
Step 1. Prepare the SM System: : D. Student System
Select Self-Monitoring Recording and Cueing Devices• Teachers/practitioners select self-monitoring recording and cueing devices (if
interval system is used) that are appropriate based on learner characteristics and the setting in which the self-management system will be used.
Develop a visual recording system for the student • The description of the target skill should be adapted, if necessary, into a form that
the learner can comprehend:Student system is aligned with your system but simple enough for your target student to understand.
• This is what they will use to monitor their behavior/skill.
I can say hi to three friends in 105!
Wow, you have ______.
My Self Monitoring Form
Self-Rating Form
Step 2. Teach Learner to use SM System
Learners should be able to demonstrate three elements of the self-management system before implementing it in the setting where it will be used.
A. Learner demonstrates the target behavior (or not demonstrate if the behaviors are targeted for reduction) and discriminates between when the target behavior has occurred and when they have not occurred.
B. Learners is able to accurately record when he or she has and has not not demonstrated the target behaviors.
C. Learner needs to manage the reinforcers.
This Step Occurs prior to bringing the SM system into the targeted environment!
Step 2. Teach Learner to use SM System cont.
A. Instructing Learners in Correct BehaviorTeachers/practitioners instruct learners to demonstrate the correct behavior by:
• providing learners with a description of the target behavior in a comprehensible form (e.g., a simply written description, a pictorial depiction),
• prompting learners to demonstrate correct behavior upon request (as needed),• reinforcing all correct demonstrations of behavior (prompted and unprompted),
and• fading prompts until learners consistently and independently demonstrate
This Step Occurs prior to bringing the SM system into the targeted environment!
Step 2. Teach Learner to use SM System cont.
Discriminating Between Correct and Incorrect Behaviors
• Teachers/practitioners instruct learners how to discriminate between correct versus incorrect behavior by:
• modeling examples and no examples of the behavior;
• prompting learners as needed to identify whether each modeled behavior is an example or a non-example;
• reinforcing all correct identifications of examples and no examples (prompted and unprompted); and
• fading prompts until learners can consistently and independently identify examples and near-, but still non-examples.
This Step Occurs prior to bringing the SM system into the targeted environment!
Step 2. Teach Learner to use SM System cont.
B. Using Self-Recording Systems
• Teachers/practitioners teach learners how to use self-recording systems by:
• modeling examples of correct and incorrect behavior and prompting learners as needed to record accurately at the appropriate time,
• reinforcing all accurate recordings at the appropriate time (prompted and unprompted), and
• fading prompts until learners independently and accurately record behaviors 80% of the time.**
This Step Occurs prior to bringing the SM system into the targeted environment!
Step 2. Teach Learner to use SM System
C. Teach learner needs to manage the reinforcers.
• Discretely teach the student to decide if they have accomplished the objective/met their goal.
• Practice gaining the reinforcer when the goal is achieved
• Practice not gaining the reinforcer when it is not achieve
As with the other levels of instruction, use prompting, reinforcement, and fading to assure the student comprehends the criterion and steps to gaining the reinforcer independently.
Ready, Set, Go!
Now it is time to implement the SM system in the target environment/situation!
Step 3. Implement the SM System
• provide learners with the materials needed to use the self-management system at the appropriate time or teach learners to independently gather the necessary materials.
• provide learners with cues (e.g., verbal instruction, visual aid) that signal them to begin using self-management systems.
• teach learners how to self-record their behavior in the target setting by: • prompting them (as needed) to self-record accurately at the appropriate time,• reinforcing all accurate self-recordings at the appropriate time (prompted and unprompted),
and• fading prompts until learners self-record (without prompts) with accuracy 80% of the time.**
• teach learners to gain access to reinforcement when the criterion is reached.
Step 4. Promote Independent Use of SM System
Once learners are accurately self-recording and independently requesting/self-delivering reinforcement when they meet their criterion, steps should be taken to promote further independence using the system.
• Conduct ongoing, intermittent checks to determine whether learners continue to accurately self-record and acquire reinforcement.
• Gradually increase the criterion by ensuring that learners are successful at the current criterion before increasing it further.
• Gradually increase the session length while simultaneously increasing the criterion.
• Gradually increase the interval length as the session length increases.
Resources to help me implement Self-Management systems
1. Utilize the Self-Management Planning Worksheet developed through the Metro ECSU ASD Low Incident Project.
This worksheet takes you through all of the planning steps above! Copies can be found on the MetroECSU Website: http://www.metroecsu.org
2. On-line resources, including instructional modules, steps to intervention, and implementation checklists.
AIM Website: NPDC-ASD Website:autisminternetmodules.org http://autismpdc.fpg.unc.edu/
Steps to Getting Started
Sign up for AIM Account.Take the Self Management pre-test, module, and post test.View Steps to Implementation
Begin planning by using the SM Implementation Worksheet
Watch your students learn to manage themselves, and let us know how it is going!
Middle Schoolers as a group
3rd grader
•Baseline: off-task in math 30% of time.
•Student used SM approximately 10 weeks during math.
•Current levels: Student on task 90% ormore. Teacher reports that student nowmonitors own behavior and has generalizedit to other areas like reading.
•Super easy to use and get buy-in from student and gen. ed. teacher. Minimal disruption for all parties involved.•
2nd grader: Writing
Teacher feedback
“Student baseline was on task 50% of the time, based on spot checks in two-minute intervals.
Lately, he's been consistently between 80-90% on task.
Work production has definitely increased, and he is more aware of how on task he is in general. He knows what it means to be on task in concrete terms (sitting tall, eyes on speaker, listening or writing).
This intervention has been instrumental in his increase in attention, on task behavior, and work production. It's not practical for me as a teacher to be redirecting him as frequently as he needed it.”
On Task Self-Menagement
Thank you for your participation!
Resources: MN LI Project for ASD – Evidence Based Practices http://www.metroecsu.org/index.html
AIM Website:autisminternetmodules.org
NPDC-ASD Website:http://autismpdc.fpg.unc.edu/
