Self-Management

Sabrina Bogosian
Kateri Spencer
 Promotes Growth
towards Independence
Unobtrusively
Economically
&
Practically
Takes pressure off of teachers
More time for instruction
(Busacca, Anderson, & Moore 2015)

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 Students take an
active role in the
improvement of their
behavior

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What is self-
management?

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Three phases (McConnel, 1999)

“Am I practicing
Records Returns
the target
answer. to task.
behavior?”

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Types of Self-
Management
● Self-monitoring
● Goal setting
● Self-instruction
● Self-graphing
● Self-evaluation
● Self-reinforcement
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Self-management
is not...

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Self-
reinforcement

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Students deliver a consequence
for themselves contingent on
their own behavior.
Novak & Hammond
With teacher (2001), and Johnson
guidance, the (1970) both
student defines how discovered self-
Purpose: to promote their behavior will be reinforcement to
desirable social and either promote
reinforced
academic behavior positive academic
determines what the
behavior or increase
desired behavior is.
students’
(Goldiamond, 1976) motivational
function.
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The Various
Applications of
Self-Monitoring

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Self-monitoring was shown
to be effective despite
differences in disability
category or instructional
setting
(Clemons, Mason, Garrison-Kane, & Wills, 2016;
Falkenberg & Barbetta, 2013).

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Self-Management
and Students with
Autism Spectrum
Disorder (ASD)

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 Self-management
interventions are effective
for promoting academic
and social behavior of
students with ASD.
(Koegel, Park, and Koegel, 2013; Xu, Wang, Lee, & Luke, 2016; )

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Implications for
Practice
● Other settings
● Promoting a variety of positive behaviors
● Technology

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In order for self-management
to be most effective it should
also be used in other settings
(Korinek & Defur, 2014).

It becomes a tool student can

take with them to other
settings.

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Promoting
various
behaviors
Practitioners should use self-management strategies to increase various
positive behaviors in their students.
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Self-Management
increases on-task
behavior
When it is used to increase on-task behavior, students are
able to get more work done for a longer amount of time
(Xu et al, 2016).
Technology
Practitioners should take advantage of
developments in technology and employ subtle
promoting systems in the inclusive classroom.
Implications for
Future Research
● Independent effects of various types of self-
management

● Components that allow for generalization to

other settings

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More research could be done on the
individual effects of other self-
management practices such as self-
regulation, guided goal setting, self-
recording, and self-evaluation.

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 What are the components
that promote generalization
in other settings?

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In Conclusion...

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Busacca, M. L., Anderson, A., & Moore, D. W. (2015). Self-management for primary

school students demonstrating problem behavior in regular classrooms: Evidence review

of single-case design research. Journal of Behavioral Education, 24(4), 373-401.

Clemons, L. L., Mason, B. A., Garrison-Kane, L., & Wills, H. P. (2016). Self-monitoring

for high school students with disabilities: A cross-categorical investigation of I-Connect.

Journal Of Positive Behavior Interventions, 18(3), 145-155.

Falkenberg C.A. & Barbetta P.M. (2013). The effects of a self-monitoring package on homework

completion and accuracy of students with disabilities in an inclusive general education

classroom. Journal of Behavior Education, 22(3), 190-210

Goldiamond, I. (1976). Self-reinforcement. Journal of Applied Behavior Analysis 9(4), 509-514.

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Koegel, L. K., Park, M. N., & Koegel, R. L. (2014). Using self-management to improve

the reciprocal social conversation of children with autism spectrum disorder.

Journal Of Autism And Developmental Disorders, 44(5), 1055-1063.

Korinek, L. & deFur S.H. (2016). Supporting student self-regulation to access the

general education curriculum. Teaching Exceptional Children 48(5), 232-432

McConnel, M. E (1999). Self-monitoring, cueing, recording, and management:
Teaching students to manage their own behavior. Teaching Exceptional Children,
32(2), 14-21.

Novak, G. & Hammond, J.M. (2001). Self-reinforcement and descriptive praise in

maintaining token economy reading performance. The Journal of Educational
Research 76(3), 186-189
Xu, S., Wang, J., Lee, G., & Luke, N. (2016). Using self-monitoring with guided goal
setting to increase academic engagement for a student with autism in an
inclusive classroom in china. The Journal of Special Education 51(2),
106-114.
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