1. Self Management Module
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Self Management Module

2. Self Management
A primary goal of education is to assist individuals to become more independent in managing their own behavior. For most people, this is a gradual process which extends well into adulthood! For many individuals with autism spectrum disorders, moving towards increased independence is difficult without systematic, long term instruction. Though support persons strive to assist individuals with autism spectrum disorders in reaching greater heights of independence and autonomy, many of our efforts actually result in teaching individuals to be heavily reliant on outside influences and controls.
Don't Forget About Self Management Contributed by Steve Buckmann

3. Primary Goal of Education
Adults Independent in Managing Their Own Behavior

4. Self-Management
Though support persons strive to assist individuals with autism spectrum disorders in reaching greater heights of independence and autonomy, many of our efforts actually result in teaching individuals to be heavily reliant on outside influences and controls.

5. Evidence Based Practices

6. Resources for Self Management
NPDC Brief (National Professional Development Center on ASD)
The National Professional Development Center
OCALI AIM (Autism Internet Modules)
OCALI Autism Internet Modules

7. Why Self-Management? How do we manage our behavior?
Recognize Unspoken Rules / Hidden Curriculum?
Self-Regulation: Self-Monitoring / Self-Reflection by context?
Understand the rules / norms?
Discriminate between appropriate / inappropriate behavior?
Self-management systematizes these self-regulation strategies so that individuals with ASD can learn the rules and norms needed to act appropriately in a given situation.
Self-management is both a tool to teach other skills and an important skill in itself (self-determination)

8. Life, Animated Quote
“He has no sense of “supposed tos” because he can’t read all those looks, expressions of favor or disfavor, the ripple in the crowd, borne within each passing moment that builds into life. That means he doesn’t know what you’re supposed to do in the library – as opposed to a playground – or what movies most eight-year olds are watching… Owen is driven, shaped, and guided by what bubbles up, often quite mysteriously, from within. There are plenty of self-directed urges in everyone. It’s just that our impulse instantly slams against our lightening-fast assessment of context. The atmospheric zone created by that collision is Behavior”.
Key Concepts:
Visual continuity is the way in which students with ASD perceive the world. Students with ASD visually expect the world to be a certain way. Their expectations can impact the environment around them. Staff need to use the student’s with ASD visual continuity to the student’s advantage. What in the environment does the student with ASD visually connect in the environment and why?
Jerrod was extremely interested in facial hair. He frequently would approach men and ask them questions about their beard and mustaches. If the man did not have any facial hair then he would ask questions about the type of razor and shaving cream they used and how often they shaved. This was ok until he approached his second hour teacher and said “Mrs. Smith, I really like your mustache”. The student was suspended for being disrespectful to the teacher. It was alleged the student was trying to make the other students laugh at the teacher. Jerrod was taught that women do not like to be approached about their facial hair. Once it was a rule, Jerrod would not approach females again about their facial hair. Jerrod could be taught the rule but the situation occurred prior to the rule be implemented. At the meeting where the situation was discussed and the problem was solved. Jerrod mother explained she wished that Jerrod was trying to get the other students to laugh at the teacher because then he would not have Aspergers.
Considerations:
Students with Aspegers are going to make social mistakes. It is important that the team has a problem solving approach to the situations that arise.

9. Self Management discription
Typically, instruction for individuals with autism spectrum disorders has focused on teaching ALL of the skills and behaviors needed in EACH instructional setting, since individuals with autism may experience difficulty generalizing behaviors and skills across settings. Unfortunately, this becomes an overwhelming prospect as well as an inefficient strategy. Instead, it would seem more logical and efficient to teach behaviors that have the potential to transfer across settings and to benefit the individual in multiple settings. Self-management is such a behavior.

10. We all need Self-Management
I need a Self-Management Plan Here…Here…Here…Here…Here and when I supposed to execute my part of the plan

11. In ASD, Self Management Interventions have EVIDENCE for…..
Decreasing inappropriate behavior
Disruption
Off-task
OTHERS?
Increasing appropriate behavior
Initiate interactions
Social / Communication
Engagement

12. Group activity Count off at your table 1 to 5
If more than 5, start at 1; If less, no problem
Read YOUR numbered item on the benefits to self-management on the next 2 slides
Prepare a 30-second speech about that benefit in your own words
Deliver your speech to your table mates starting with #5

13. Benefits of Self-Management
Provides students with a sense of ownership for and control over their own behavior, which is inherently reinforcing and may also make it less likely that students will try to control the teacher’s behavior.
Provides consistent alignment with the philosophy of positive behavioral supports and interventions (PBIS) which calls for behavioral management techniques to be positive, preventative, educational, and empowering.

14. Benefits of Self-Management
3. Provides opportunities for meaningful practice by measuring, graphing, evaluating and defining skills necessary in multiple parts of the curriculum.
4. Provides students and teachers with a proactive and positive way to avoid reactive punishment contingencies.
5. Increases the likelihood that appropriate behavior will last over time and generalize to various settings.

15. Self Management definition
Self- management is a useful technique to assist individuals with disabilities, including autism spectrum disorders, to achieve greater levels of independence in vocational, social, academic and recreational activities.
Don't Forget About Self Management Contributed by Steve Buckmann

16. Why Self Management?
By learning self-management techniques individuals can become more self- directed and less dependent on continuous supervision. Instead of teaching situation specific behaviors, self-management teaches a general skill that can be used in an unlimited number of environments. Self-management techniques have also been useful in reducing or eliminating such behaviors as stereotypic responding.
Don't Forget About Self Management Contributed by Steve Buckmann

17. Independence is a PIVOTAL Skill Alone it Reduces Behavior
Self Management
Independence is a PIVOTAL Skill
Alone it Reduces Behavior

18. Self-Management Components
Teaching students to:
(a) monitor behavior
(b) record performance, and
(c) obtain feedback / reinforcement
Implementation Steps:
Prepare the system
Teach student to use the system
Implement the system with adult support
Promote independence with the system

19. BEFORE “Prepare the System”
Too much of <behavior> Not enough of <behavior> Aberrant <behavior>

20. Implementing a Self Management System
Step 1: PREPARE THE SYSTEM
Identify Behaviors to Increase / Decrease
B. Select recording / cueing device appropriate for the student (USE INTERESTS)
Frequency
Paper / Pencil
Clickers
Token Boards
Paperclips
Interval
Stopwatch / Timer / Clock

21. Post Writing Checklist

22. Implementing a Self Management System
Step 1: PREPARE THE SYSTEM
C. Decide how to give feedback / reinforcement
How often
Criterion
Adult accuracy checks

23. Reinforcement (Sr) USE THE RIGHT REINFORCEMENT STRATEGY
Positive Behavior Interventions and Supports for Students with ASD
Module Training Guide; AY
Reinforcement (Sr)
PURPOSE / INTENT of Reinforcement?
INCREASE FUTURE LIKELIHOOD OF BEHAVIOR
FEEDBACK re: correctness of a response (Skill Deficit)
MOTIVATION to engage in a behavior/response not naturally motivating (Performance Deficit)
USE THE RIGHT
REINFORCEMENT STRATEGY
Key Concepts:
Discuss reinforcement and differential reinforcement.
Discuss the use of natural reinforcers: For example, requesting an object through the use of a picture is following by acquisition of the desired object. The desired object IS the reinforcer so additional contrived reinforcers would not be needed in that paradigm.
Discuss the advantages and disadvantages of natural and contrived reinforcers
Discuss TYPES of reinforcement such as activities. Move people away from thinking of reinforcers narrowly (such as stickers or food).
Considerations:
Application:
Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

24. CAUTION: Contingent Reinforcement
Do not use highly preferred items / interests
Earn by amount of time or items rather than earn it or not

25. Implementing a Self Management System
Step 1: PREPARE THE SYSTEM
Step 2: TEACH student to use the SYSTEM
Demonstrate Correct Behavior
Provide the description in understandable form
Increase correct behavior
Decrease by demonstration of acceptable alternatives
Prompt to demonstrate correct behavior
Reinforce correct demonstrations
Fade prompts until consistent / independent demonstration

26. Implementing a Self Management System
Step 1: PREPARE THE SYSTEM
Step 2: TEACH student to use the SYSTEM
Discriminate Behaviors
Model examples / non-examples
Prompt as needed
Reinforce correct discriminations
Fade Prompts until consistent / independent
Teach to use the recording system

27. Teaching the Visual Schedule Foundation for Self-Management
To Do
All Done
Math
Health
Social Studies
Lunch
English
Art
Science

28. Social Contract Social Contract Teacher Internal Student Script

29. Prompting Procedures NPDC EBP Brief AIM Modules
Instruction vs. Prompting:
First time given = instruction;
Every support after to elicit the response = prompt
Prompt = “help” to teach the correct response
Goal of prompt is to elicit correct response
Repeating instructions = verbal prompts
Multiple prompts encourages inattention / guessing
Use least intrusive prompt necessary to get the correct response

30. Types of Prompts
Physical Prompts: Most intrusive / restrictive type of prompt.
Full physical guidance to a partial physical prompt such as a light touch to encourage a response.
Verbal Prompts: Additional verbal instruction to perform the required action.
Visual Prompts:
Object Prompts: The object acts as a stimulus for the response.
Gestural Prompts: A point or other gesture to prompt the expected response.
Pictorial: A picture or other two dimensional representation (words, symbols, etc.) acts as a stimulus for the response.
Positional Prompts: Positioning the correct response in a way that the student is more likely choose it (often used in direct instruction situations).
Model Prompts: Demonstration of the behavior to be performed (i.e., showing how to perform the behavior/action). 

31. Prompting Procedures Levels of prompting (amount of assistance)
Most-to-Least Prompting
ERRORLESS LEARNING
For NEW Skills / Minimizes Errors
High risk of prompt dependency 
Least-to-Most Prompting
Use for performance deficits and when learner begins to perform the skill
TIME DELAY: Give time enough to produce the response but not enough to allow error / produce behavior challenges
Reinstate prompts if learner regresses; doesn’t respond; begins to respond incorrectly, etc.
Fade prompts as quickly as possible
Avoid prompt dependency / Ensure independent responding
Fading Prompts:
Say softer
Use less force
Model PART and wait

32. Create Prompt Hierarchy
Visual
Gesture
Model
Partial Physical
LEAST
Intermediate
Controlling

33. Implementing a Self Management System
Step 1: PREPARE THE SYSTEM
Step 2: TEACH to use the SYSTEM
Step 3: IMPLEMENT with Adult Support
Provide materials / Teach student to independently gather materials
Provide cues / prompts to signal time to use the system
TEACH to self-record (prompt, reinforce, fade)
TEACH to access reinforcement when criterion reached

34. Implementing a Self Management System
Step 1: PREPARE THE SYSTEM
Step 2: TEACH to use the SYSTEM
Step 3: IMPLEMENT with Adult Support
Step 4: Promote Independence with the System
Fluency / Accuracy with Implementation: FADE
Intermittent Checks
Increase Criterion
Increase Time
Increase Locations

35. Take Me Away (5 Concepts)

36. Keep calm and make it happen

37. Self Management by Presenting Problem
Independence in Routines
Self Awareness
Interruptions/Disruptions to Instruction
Anxiety Reduction
Time
Organization
Expectations
Behavior/Break
Engagement/Academics
Manage High Interest Area
Socialization
Job/Vocational Tasks

38. Independence in Routines (SCHEDULES in SCHEDULE)
If this is YOU!
Self Management
Independence in Routines
(SCHEDULES in SCHEDULE)

39. Routine A sequence of actions regularly followed; a fixed program.
A sequence of instructions for performing a task that forms a program or a distinct part of one.
A regular procedure, customary or prescribed

40. Routines Create a Practice Playground
To do or engage in frequently; make a habit of
To do repeatedly so as to become proficient
To work at

41. A Series of Routine Independence Questions
What routines are other students doing independently?
What routines is the target student not doing independently (i.e. requiring adult prompts) that the other students are doing independently?
Which of these tasks or routines, if addressed, would have the biggest impact?
Of these, what task or routines does the team want to target? Limit: INITIALLY NO MORE THAN 1
Who are the participants in the task or routine who may need to be included in the process?
What are the student’s interest areas?

42. Task Analysis Matrix for Routine Independence
Schedule
Expectations
Independence Level
Goal
Arrival
Independently:
Get off the bus
Walk into the building
Go to locker
Take off backpack
Take off coat
Take backpack to class
Go to desk
Complete morning board work I VP GP PP FP
3 level prompt hierarchy prompt fade:

43. Routine Independence Self-Management
Mini Schedules / Schedules within Schedules
Circle Time
Welcome Songs
Song 1
Song 2
Calendar
Weather
Check Schedule
Tasks
Done
Help
Get off the bus
Walk into the building
Go to Locker
--Take off backpack
--Take off coat
Take backpack to class
Go to Desk
Complete Morning Board Work

44. Self-Management for Routine Independence
9th grader with ASD
Did not like having a paraprofessional walking with him between classes; ran away, hid, etc.
Used the self-management checklist to increase independence so paraprofessional wasn’t needed

45. Routines Rally Find a partner you don’t know (Single’s Bar);
Share a routine that you will address through self-management with a student;
Return to your table;
When everyone has returned, share your PARTNER’s routine.

46. Self Management
Self Awareness

47. A Series of Self Awareness Questions
What is the student doing that is causing a problem (e.g. swearing)?
Does the student have a recognition of what he/she is doing, how often, etc.?
What visual system can be developed to assist the student in monitoring the behavior?
Who are the participants in the task or routine who may need to be included in the process?
What are the student’s interest areas?
This will assist in the development of the system to promote engagement

48. Self Management example

49. Sponge Bob, Squidward, and Plankton

50. Self Management Systems Elementary - Toby
5th Grade Student with Asperger Syndrome
Work Completion Issues
Difficulty with Voice Tone
Perceived Verbal Aggression Toward Staff
Perceived Verbal Aggression Toward Students
Limited Support from Staff
Minimal Interactions with Peers

51. My Voice

52. Sponge Bob, Squidward, and Plankton
Positive Behavior Interventions and Supports for Students with ASD
Module Training Guide; AY
Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

53. Bar Graph

54. Pie Chart

55. Bar Graph

56. Pie Chart

57. Bar Graph

58. Pie Chart

59. Bar Graph

60. Pie Chart

61. Bar Graph

62. Pie Chart

63. Bar Graph

64. Pie Chart

65. Bar Graph

66. Pie Chart

67. Conclusions Clear Success Short Timeframe Simple Concept
a. Social Script/Story
b. Monitoring Sheet
c. Data
Interests the student

68. Verbal Language Assessment Star Wars theme

69. Verbal Language Assessment, Rock Band Example

70. Kids at middle / high school swear!!! Beyond Not No, Where and When
GUESS WHAT?
Kids at middle / high school swear!!!
Beyond Not No, Where and When

71. Process & Outcomes Had to get administration on board
Had to talk to other families in the district at his age level
Had to get mom and dad on board
Outcomes: Swearing reduced significantly – system not needed as much but may need additional support in the future

72. Awareness for Voice Volume
Voice Meter

73. Awareness ACTIVITY
Scripting
Repetitive Language
Bodily Noises
OTHERS?

74. STEP by STEP Designing a Comprehensive Plan

75. Visual schedule example

76. Why name and date? Student’s Name. Student Ownership of Schedule
Date for Data Collection and
Data Analysis Purposes. Is the
Self Management System working
for Jana?

77. Jana’s 3rd Grade Daily Schedule
Jana’s 3rd Grade Daily Schedule - Independently Carry With Her
Each Class Activity or Subject was divided into 2 Sections.
The Class Activity or Subject for 20 Minutes and for a Computer
Break or Video Break for 10 Minutes. Jana was driven to create
Video’s on the Computer and then Watch the Video
Jana fed the Guinea Pigs In the Kindergarten
Class Every Day. Animals Are Intense Interest
Jana was a member of Safety
Patrol. Teaching Responsibility
Step One:
It took Jana 4 weeks to carry her schedule independently throughout the day. Several Intense Interests were embedded in the Schedule to Ensure
Engagement in Her Schedule.
Jana Read to the Kindergarten
Class Every Day. Intense Interest

78. Mistakes Jana was given Two Mistakes Per Activity. Meaning Jana
Jana had an extremely difficult time when she perceived she made a mistake. Her behaviors
Included stripping out of her clothes, property destruction in the environment where the
mistake occurred, and/or physical aggression toward the adult in the environment. Several
Behavioral Systems were implemented with Jana and none of those systems were effective.
Jana was given Two Mistakes Per Activity. Meaning Jana
was allowed to Make Two Mistakes Per Activity.
The Staff Had to Teach Jana that when she made
a mistake, she could simply scratch off one of the
triangles. Two triangles were allowed for each
activity, because Jana rarely made a Mistake.
Teach Jana when she is regulated
Step Two:
Identify a Behavior that is
Interfering with the Students
Access in the General
Education Setting And
Curriculum. It took Jana
2 ½ Days to scratch off the
Triangle rather than having
a difficult time when she
made a mistake.

79. Interruptions
When Jana was in class, she was excited to participate in class discussions,
interrupt the teacher when she felt she had something to add and correcting
the teacher if she felt the teacher had made an error.
Jana was given two question/interruption circles
Per activity. Meaning Jana was allowed to
Make statements during class discussions,
interrupt the teacher or correct the teacher twice
during each activity.
During non-instructional parts of the day
Jana can question or interrupt as much as
She wanted
Step Three:
Identify a behavior that is
preventing progress in
the general education
setting an curriculum. It
took Jana 1 day to scratch
off the circles and
Manage the amount of
Interruption to the class
The Staff had to teach Jana when she wanted to Question
or Interrupt the teacher she would scratch off one of the circles.
Two circles were allowed for each activity to minimize the
Amount of disruption to the class

80. General Ed
Jana documents the number of minutes she was in the General Education
Classroom. The staff used the minutes in class as data to determine
whether the self management system is impacting the access to and progress
in the General Education Classroom and Curriculum.
Jana Documents Minutes in the General Education Classroom
During Each Instructional Period.
During non-instructional times, Jana
does not document Time in Class
Step Four:
Teach the student to collect
the data on time in class.
Teaching the student to
understand the importance
of spending time in the
General Education Setting
The staff had to teach Jana how to document
Minutes in class.

81. Goals
Jana circled Y or N for each goal area in each instructional period. The
data was used to determine progress on Jana’s Individualized Goals and
Objectives. The data collection was also used as a Self-Management
System for Jana.
Jana was instructed to use the data collection component of the
Self-Management System. This data collection system was used to
give Jana information about her behavior during instructional times.
There was not a consequence for an N being circled. The data
collection section was individualized based on the goals and
objectives for the instructional time.
Jana did not use the data collection component during non-instructional times
Step Five:
Data Collection System. Assist
the Student in understanding
their behavior during
instructional Times
Teach the Student to Use Data
Collection System

82. Rules The teacher posted the classroom rules on the Self
Management System. Jana did not engage with the
Rules. The rules were posted as a reminder
This is not a necessary component of the Self-Management System.
This was teacher preference based on her knowledge of how the
student responded to rules.

83. Teacher comments
The Self-Management System was copied and sent home daily to
the parent so they had an understanding of how their daughter
was doing daily at school.
Comments from the General and Special Education Teachers
were documented on the Self-Management System.
Explain to the student that this section
is to provide her parents with additional
information about the Self-Management
System.
Step Six:
Provide area for Teacher
Documentation. Not a
Necessary component of a
Self-Management System.
Extremely helpful

84. Components to the Plan No Contingencies in this plan
Contingencies should not be initially used
The need for order and predictability may be reinforcing enough
Contingencies may inadvertently prevent success with the plan
Contingencies may lead to punishment
If you need contingencies, you must PLAN to avoid inadvertent use of punishment or reinforcing challenging behavior

85. Jana’s Schedule

86. IMPORTANT CONCEPTS