1. How to teach self-management to people with severe disabilities Presented by Phillip Tse

2. Note: This program should not be viewed as a substitute for quality teaching techniques, but as a resource.

3. General Self-Management Steps Getting Ready Teaching Self-Management Creating Independence Teaching Self-Management in Additional Settings

4. Getting Ready— Defining Behaviors Define behaviors (both inappropriate and appropriate) ▫Definition should not be vague: “not following directions” or “not paying attention” ▫Behavior needs to be specific: hitting, taking away toys, pinching, getting out of seat, singing and talking aloud. ▫Children can choose the target behavior, they wanted to work on.

5. Getting Ready—Measuring Behaviors Student records frequency of target behavior(s) Wrist counter Behavior chart

6. Name: I get a star when I ______________________ When I get ___ stars, I get ____________________________.

8. When I ___________, I get to move one space. When I reach to the end, I will get _______________.

9. Behavior Contract I, ___________________, agree to make the following positive behavior changes: ______________________________________ My efforts at meeting this goal will be considered complete when: __________________________________________________ When I successfully complete this contract, I will be rewarded by: __________________________________________________ Child signature:______________________________________ Parent/Caretaker signature_____________________________ Parent/Caretaker signature: ____________________________ Date:________________

10. Getting Ready—Choosing a Reward A reward should be given when the child completes the behavior chart. All tangible reward should be accompanied with social praise. Provide a shared control with the rewards. Provide a variety of rewards that will motivate the child.

11. Getting Ready—Selecting an Initial Goal To decrease the frequency of an inappropriate behavior, provide a time interval the child can achieve.

12. Step 2: Teaching Self Management Model appropriate/inappropriate behavior. Reward the child if he can discriminate appropriate behavior. If child can not discriminate appropriate behavior on a consistent basis, model appropriate behavior and ask if it’s the target behavior.

13. Teach Recording of the Target Behavior Provide shared control for rewards. Reward self management with social praise

14. Step 3: Creating Independence Increase the time spent self-managing behavior Fade student’s reliance on prompts ▫(maximum prompt) “It’s time! Did you stay in your seat? –Then what do you do? (pointing to the check sheet) ▫“It’s time! Did you stay in your seat?” (maintaining eye contact with the student) ▫(widening eyes following time signal and maintaining eye contact with the student so he realizes there’s something that needs to be done) ▫(gradually decrease the intensity and duration of eye contact following the time signal until the student initiates the self-recording sequence with no verbal or nonverbal prompts.)

15. Step 3: Creating Independence Increase the number of responses necessary for a reward When I get 10 checks, I get to play with puzzle. When I get 15 checks, I get to play with puzzle.

16. Consider the following before fading: Is your student:  Eager to earn the next reward?  Accurately self-recording behavior with no help from you?  Rarely engaging inappropriate behaviors and often engaging in appropriate (target) behaviors while self managing behaviors?  Required to earn a sufficient number of points that rewards are occurring infrequently?  Able to self-manage behavior ?

17. Fade the presence of the treatment provider Spontaneously step out of the room for a brief period of time. ▫“I need a cup of coffee.” ▫“I’ll be right back.” ▫Simply leave with no explanation. When you return, ask whether the child has exhibited the behavior. Prompt if needed. Determine whether self-management procedures were used. (refer to the behavior chart) Praise child if he correctly self-managed

18. Step 4: Teaching self-management in additional settings (generalization) Provide opportunities for the child to earn additional points. Observe briefly When you return, cross reference with the child.

19. Common challenges Inaccurate recording of targeted behavior. ▫Deduct points if students are taking advantage of the self-management. ▫Strengthen student’s ability to associate the reward with appropriate behavior. ▫Double check the strength of the rewards.

20. Common challenges Child does not know how to count ▫Provide boxes on the behavioral chart. No change in behavior when self-managing ▫Check the rewards if it motivates the child ▫Check whether the number of occurrences are too many ▫Check whether the time is too long to earn the reward