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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.

Advantage of Teaching Students Self-Management

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Self-Control Self-Management

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Page 1: Advantage of Teaching Students Self-Management

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.

Page 2: Advantage of Teaching Students Self-Management

Self-Control

Self-Management

Page 3: Advantage of Teaching Students Self-Management

Theoretical Models of Self-Management

Operant Model of Self-Management

Cognitive Model of Self-Management

Page 4: Advantage of Teaching Students 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.

Page 5: Advantage of Teaching Students Self-Management

Components of Self-Monitoring

Self-Observation

Self-Recording

Self-Graphing

Page 6: Advantage of Teaching Students Self-Management

Make a mark beside each day every time you raise your hand andwait to be called on before asking or answering a question.

Monday

Tuesday

Wednesday

Thursday

Friday

Name: Brad DeSandro

Week: April 8 - April 11

Page 7: Advantage of Teaching Students Self-Management

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1 2

1 4

1 6

1 8

M T W T H F

Number ofTimes RaisedHand

Days

Page 8: Advantage of Teaching Students Self-Management

Self-Monitoring AttentionSelf-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.

Page 9: Advantage of Teaching Students Self-Management

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

Page 10: Advantage of Teaching Students Self-Management

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 of these, place a check in the "Yes"column. If the answer is no, place a check in the "No" column.

YES NO YES NO 1 13

2 14

3 15

4 16

5 17

6 18

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8 20

9 21

10 22

11 23

12 24

Page 11: Advantage of Teaching Students Self-Management

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M T W TH F

Number oftimes payingattention

Days

Page 12: Advantage of Teaching Students Self-Management

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.

Page 13: Advantage of Teaching Students Self-Management

Steps for Teaching Students Self-Monitoring Performance

Define a Target Behavior

Collect Baseline Data

Meet with the Student

Provide Instruction in the Procedure

Page 14: Advantage of Teaching Students Self-Management

Multiplication Completion Form

Student’s Name Date

Circle the number of multiplication problems you solved correctly on each dailyassignment. Use the answer key to score your assignments.

Monday 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

Tuesday 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

Wednesday 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

Thursday 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

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

Page 15: Advantage of Teaching Students Self-Management

3330272421181512 9 6 3 0

3330272421181512 9 6 3 0

3330272421181512 9 6 3 0

3330272421181512 9 6 3 0

3330272421181512 9 6 3 0

Page 16: Advantage of Teaching Students Self-Management

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?

Page 17: Advantage of Teaching Students Self-Management

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.

Page 18: Advantage of Teaching Students Self-Management

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.

Page 19: Advantage of Teaching Students Self-Management

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 of these, place a check in the "Yes"column. If the answer is no, place a check in the "No" column.

YES NO YES NO 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 2 3 4Poor Fair Good Excellent

Page 20: Advantage of Teaching Students Self-Management

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M T W TH F

1 43 22

Compared to yesterday, rate how well you paid attention today

1 2 3 4

Poor Fair Good Excellent

Number of times paying attention

Page 21: Advantage of Teaching Students Self-Management

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.

Page 22: Advantage of Teaching Students Self-Management

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Numberof WordsSpelledCorrectly

Weekly Spelling Graph

My goal fortomorrow:

Date:

Page 23: Advantage of Teaching Students Self-Management

Conditions for Effective Goal Setting

• Set specific goals

• Set realistic goals

• Make goals public

• Include deadlines

• Include feedback

Page 24: Advantage of Teaching Students Self-Management

Self-Reinforcement

The term self-administered consequences is sometimes used since consequences can either be positive (self-reinforcement) or negative (self-punishment). 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

Page 25: Advantage of Teaching Students Self-Management

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.

Page 26: Advantage of Teaching Students Self-Management

Internal Self-Reinforcement

• A student engages in covert self-statements—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.

Page 27: Advantage of Teaching Students Self-Management

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.