Self-management techniques have been found to be more effective in managing student behavior than teacher-mediated interventions (Stage & Quiroz, 1997; Fitzpatrick & Knowlton, 2009). When self-management strategies are linked to functionally equivalent behavioral interventions, students increased the amount of time on-task, demonstrated more appropriate social behaviors, and completed more assignments.
Student Self-Management Interventions DESCRIPTION
- Self-monitoring: Students both observe and record targeted behaviors.
- Self-evaluation: A student compares his or her performance to established criteria.
- Self-instruction: Student-directed behavior is guided through the use of self-statements.
- Goal-setting: Students select a goal and create personal guidelines for commitment, and progress toward that goal.
When possible, incorporate the student’s interest as in the following example.
The Education (K-12) Blogs and Special Ed Q & A are written and maintained weekly by Lisa Rogers with Educating Diverse Learners. Lisa received her M.A. in Special Education with an endorsement in the area of individuals with severe disabilities. Mrs. Rogers has also created products that have been used throughout the state of Texas for training purposes. Through the Association for Texas Professional Educators [ATPE], Ms. Rogers has produced an online course that targets the importance of visual strategies for student with autism spectrum disorders and just released her highly anticipated book titled: Visual Supports for Visual Thinkers.