Teaching Independence and Self Management Shift behavior management responsibility from teacher to...

TERTIARY SUPPORTS:

SELF MANAGEMENT

HOW DO WE GET UNSTUCK?

Teaching Independence and Self Management

Shift behavior management responsibility from teacher

to student

Self management training is a pivotal skill

SELF MANAGEMENTDiscriminate between appropriate and inappropriate behavior

Evaluate and monitor own behavior

Reinforce own behavior

Alex: Getting Ready to Go Home

1. Put my chair on the desk __

2. Get my coat ___

_3. Get my backpack __

4. Line up ___

I did it!!! Mon Tue Wed Thur Fri

Academic Social Adaptive Play/Leisure

Profile A Follow a work schedule independently (a minimum of 2 tasks)

Follow a visual cue to ask for a break up to 3 times per 15 minute activity

Complete handwashing routine independently

Follow a play schedule independently (a minimum of 2 tasks)

Profile B Follow a work schedule independently ( a minimum of 4 tasks)

Follow a visual cue to identify and use calming strategies

Follow visual cue to hold scissors and cut

Follow a leisure schedule independently (a minimum of 2 tasks)

Profile C Independently complete work activity/task within a specified time frame and with 2 or less adult prompts

Follow a visual cue to take turns during a game with peers

Follow a visual cue to identify and use calming strategies

Follow visual cue to initiate and engage in social activity with peer

Profile D Independently complete work activity/task within a specified time frame and with 1 or less adult prompts

Follow a visual cue to initiate and maintain conversations with adults and peers

Follow a visual cue to attend to whole group discussion/lesson

Follow a schedule to independently engage in a rotation of highly preferred and less preferred activities

INSTRUCTIONAL STRATEGIES

Self-Directed Learning

Strategies

Antecedent cue regulation

Self-monitoring

Self-evaluation

Self-reinforcemen

t

Self-Instruction

INSTRUCTIONAL STRATEGIES: ANTECEDENT CUE REGULATION

The use of visual or auditory prompts to assist a student in performing a target behavior

Seldom used in isolation when teaching self management (i.e. modeling, reinforcement may be needed)

EEDemoWhatwillIdotodayexample171206

WHAT WILL I DO TODAY?

1. Art -draw a picture -paint

2. Legos -build a robot

3. Computer -play toy story game

4. Puzzle

1. tap shoulder 2. say name 3. give them a toy

OR say, “Can I play?”

3. you and your friend feel happy!

Video Example: Auditory

• ..\My Documents\My Videos\Independence videos\Discrete Trial Brian R Home Program Wash Hands with Tape.mpg

IN GROUPS List the examples of antecedent-cue

regulation that you use?

BE CREATIVE!

INSTRUCTIONAL STRATEGIES: SELF-MONITORING

Involves a student observing whether or not they have performed the target behavior

1. Put my chair on my desk _____

Listening to my Teachers•

My body and face are turned toward teacher •

I am not talking when the teacher is talking•

I am not fidgeting with clothes or drawing

IN GROUPS List different examples of self-

monitoring that you experience in your world

INSTRUCTIONAL STRATEGIES: SELF-INSTRUCTION

Involves a student providing instruction (usually verbal) around the steps to perform a task of solve a problem

Arms straightKnees bentPull back

Identify a problem

State the solution

Evaluate the action

Deliver reinforcement

Does I come before e in _______? “I before e except after c or sounded in

eigh as neighbor and weigh.” Word is spelled correctly

INSTRUCTIONAL STRATEGIES: SELF-EVALUATION

Requires a student to compare their performance of a target behavior with a set of criteria

Alex needs to complete 4 steps and marks them off

Mr. Franks is talking.

He is talking about:_______________

Three words I need to listen for are:

1.

2.

3.

Weekly Progress Chart Student: J onah Date: 3- 10- 3- 14- 05 Teacher: Mr. Sive Class: 4th grade

Student Goals Mon Tues Wed Thur Fri Total Goal: I will join peers in play at recess (ask to play and participate f or at least 2 minutes) 1 2 3 Seldom/Never Sometimes Usually/Always

1

1

1

Goal: I will complete tasks by myself (with no more than 1 prompt f rom adult) 1 2 3 Seldom/Never Sometimes Usually/Always

1

2

2

Goal: I will greet my f riends throughout the school day (at least 5 a day) 1 2 3 Seldom/Never Sometimes Usually/Always

1

1

2

Goal: 1 2 3 Seldom/Never Sometimes Usually/Always

Key: 1 Seldom/Never: Student does not engage in target/goal behavior or only engages in behavior a low

percentage of the time (i.e. if goal is to greet peers at least 5 times daily, student may greet peers once per day)

2 Sometimes: Student engages in target/goal behavior occasionally, but not consistently (i.e. if goal is to complete tasks independently 9 out of 10 times—90%, student does so about 5 out of 10 times-50% of the time)

3 Usually/Always: Student engages in target/goal behavior most or all of the time (i.e. if goal is to respond to initiations from peers 9 out of 10 times-90%, student does so at least 90% of the time)

Total Column: Teacher can determine if how many points the student needs to earn to gain access to a motivating item/activity (i.e. 10+ points equals 20 minutes on computer at end of week)

Adapted from Classroom Behavior Report Card Resource Book, Jim Write http://www.interventioncentral.org

IN GROUPS Come up with 4 examples in which you

have used or seen “Self-Evaluation”

INSTRUCTIONAL STRATEGIES: SELF-REINFORCEMENT

Student accesses their own rewards or consequences

I did it!!! Mon Tue Wed Thur

What

•What skill are you teaching?

How

•How will you teach it?

Know

•How will you know when it has been learned?

THE HOW IS IMPORTANT: PROMPT SCHEDULE

What level does the student need to get the answer right?

What is your hierarchy to fade the prompt (full physical, gesture, natural cue)

Decision rule needed (i.e. 3 prompts at each level)

Time For Folder Work:

1. Get Pencil

2. Get Folder

3. Open Folder

4. Take out worksheets

5. Rip off Page 1

6. Complete Page 1

7. Put in Folder

8. Complete Page 2

9. Put in Folder

10. Put Folder away

How Did I Do?

Did I ask to go to the bathroom and then went pee or poop?

Yes □ No □ If yes, I get a piece of candy!

Did I keep a calm body and do it by my self?

Yes □ No □ If yes, I get hugs and tickles from the teacher!

How Did I Do?

Did I ask to go to the bathroom and then went pee or poop?

Yes □ No □ If yes, I get a piece of candy!

Did I keep a calm body and do it by my self?

Yes □ No □ If yes, I get hugs and tickles from the teacher!