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Back To Module ListModule Main | Module Description | Instructional Outcomes | Instructional Proficiencies | Instructional Events | Instructional EvaluationSelf-Monitoring and Management for Behavior Author Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & TrainingModule Description Self-management refers to strategies that a person uses to monitor and gain control of their own behavior and make judgments about the appropriateness of their behavior. Self-management includes strategies that one uses to alter his/her behavior as needed, frequently to make a behavior less aversive to others and to replace it with a behavior that is more likely to be more productive. Self-monitoring can be used to reduce misbehavior, such as blurting, or it may be used to increase positive behavior, such as demonstrating the steps for how to get an adult’s attention. Self-monitoring also involves procedures and strategies a person uses to keep track of their own behavior, such as tools and techniques for counting and charting their own behavior. An important purpose of teaching self-management is to enable students to be more aware of their own behaviors, to govern the reinforcers for their behaviors, and to ultimately be more independent and responsible. Self-management programs are designed to teach individuals to manage their own behavior rather than relying on external controls such as teacher administered rewards and/or negative consequences. When students learn to successfully self-manage, they internalize the intrinsic cues and reinforcement needed to engage in appropriate behavior.
The use of self-recording and charting has been shown to be effective for students with learning and attention difficulties (Vaughn, et al., 1997). Most students can benefit from self-management procedures and can learn to monitor their own behavior. However, if a student’s limited functioning level prohibits being able to clarify the strategy or clearly explain how it works, the student might not be a good candidate for self-monitoring. It should also be noted that peers can be effectively used to teach students with severe disabilities how to self-monitor and positively improve their behavior. Generally, self-management is an effective and important goal for teachers of any grade or subject. Interestingly, the application of student directed learning strategies to promote school survival skills has received little attention.
Self-monitoring and management has been implemented across a variety of applications in both general and special education settings, with individual students or entire groups. This strategy can be used to increase on-task behavior, such as listening and paying attention, and to reduce off-task behavior, whether passive (e.g., gazing at peers) or active (e.g., getting out of seat or blurting). Some example behaviors that might be selected for self-monitoring and management could be talking out, following instructions, accepting corrective feedback, disagreeing appropriately, fighting, attendance, punctuality, bringing appropriate materials, greeting teachers and other students appropriately, contributing to class discussions, etc. The strategy is important because it can reduce the need for adult supervision, is an effective behavioral change technique, and can lead to durable behavior change. This module will provide a basic course in designing and implementing procedures for effective self-monitoring and management. A 5-step process will be described for use in general or special education settings. Key topics highlighted in the module will include benefits to self-monitoring, different types of self-management, steps for setting up and implementing a program, tips and other supports for strengthening self-monitoring programs along with specific ideas for teaching students to monitor and keep track of their behavior.
Impact of Training/Professional Development
Goal of activity: Skill Application At the completion of this module the learner will be able to:
Summarize research-based information on the effective use of self-monitoring and management. Instructional ProficienciesStandard 2: Performances #3
Standard 3: Performances # 6
Standard 4: Performances #3, #5
Standard 5: Performances #1, #2, #3, #6, #7
Standard 6: Performances #1, #2, #3, #4 #5, #7
Standard 7: Performances #1, #2, #3, #5, #8, #9, #10
Standard 8: Performances #1, #4 To complete this module, you will need to:
Task for Completion and Discussion There are five “Task for Completion and Discussion” activities that you will be asked to respond to throughout this presentation. These tasks will assist you by providing opportunities for deeper understanding, additional practice, and reflection on the content with others in your “discussion thread.”
Module Index:
Above average: Summarizes research-based information for classroom use of self-monitoring and management. Clearly defines a behavior(s) to be self-monitored. Develops and implements a self-monitoring program with at least one student. Collects data on implementation of a self-monitoring program and documents and charts student performance. Discusses module and activities with “discussion thread” at least 2 times per week.
Average: Summarizes research-based information for classroom use of self-monitoring and management. Clearly defines a behavior(s) to be self-monitored. Develops and implements a self-monitoring program with at least one student. Collects data on implementation of a self-monitoring program and documents and charts student performance. |