1. Self-Talk What is Self-Talk? A self-regulation strategy students can use to redirect their learning or behavior. Inner monologues in which students provide opinions and evaluations on what they’re doing as they’re doing it. Can be positive, destructive or instructive What is Self-Talk? A self-regulation strategy students can use to redirect their learning or behavior. Inner monologues in which students provide opinions and evaluations on what they’re doing as they’re doing it. Can be positive, destructive or instructive Who Benefits from Self-Talk Strategies? Any student in any grade-level can benefit, but self-talk helps students in these groups in- particular: Emotional and behavioral disorder ADHD Autism Spectrum Disorder Learning Disabled Physically impaired Who Benefits from Self-Talk Strategies? Any student in any grade-level can benefit, but self-talk helps students in these groups in- particular: Emotional and behavioral disorder ADHD Autism Spectrum Disorder Learning Disabled Physically impaired Step 1: Recognize that you need to change the way you think when you notice destructive self-talk Step 2: Tell yourself to “stop” the destructive self- talk Step 3: Replace the destructive statement with a positive or constructive self-talk statement Self-Talk Process

2. Benefits of Using Self-Talk Increases self-efficacy in themselves. Improves attitude. Replaces negative thoughts with positive and motivating messages. Actively replacing negative thoughts with positive affirmations on a daily basis acts as a preventative measure against low self-confidence. Positive and instructional self-talk results in a more positive approach to learning and improved skill acquisition. Helps slow down and organize thoughts of impulsive children Benefits of Using Self-Talk Increases self-efficacy in themselves. Improves attitude. Replaces negative thoughts with positive and motivating messages. Actively replacing negative thoughts with positive affirmations on a daily basis acts as a preventative measure against low self-confidence. Positive and instructional self-talk results in a more positive approach to learning and improved skill acquisition. Helps slow down and organize thoughts of impulsive children Examples of Positive Self-Talk: “I can handle this.” “I can do this.” “This is a learning experience.” “I’ll use some of the strategies I’ve learned.” “Mistakes help me learn better.” “I’m on the right track.” “What am I missing?” “I can always improve so I’ll keep trying.” “Is this really my best work?” Examples of Positive Self-Talk: “I can handle this.” “I can do this.” “This is a learning experience.” “I’ll use some of the strategies I’ve learned.” “Mistakes help me learn better.” “I’m on the right track.” “What am I missing?” “I can always improve so I’ll keep trying.” “Is this really my best work?” REFERENCES Boutot, A. E. (2009). Using “I Will” Cards and Social Coaches to Improve Social Behaviors of Students With Asperger Syndrome. Intervention in School and Clinic, 276-281. Callicott, K. J., & Park, H. (2003). Effects of Self-Talk on Academic Engagement and Academic Responding. Behavioral Disorders, 48-64. Lee, S., McDonough, A., & Bird, J. (2014). Investigating eight- to nine-year-olds’ self regulatory self-talk in the context of their classroom tasks. Early Child Development and Care, 1661-1676. Rivera-Flores, G. W. (2015). Self-instructional cognitive training to reduce impulsive cognitive style in children with Attention Deficit with Hyperactivity Disorder. Electronic Journal of Research in Educational Psychology, 27-46. Theodorakis, Y., Hatzigeorgiadis, A., & Chroni, S. (2008). Self-Talk: It Works, but How? Development and Preliminary Validation of the Functions of Self-Talk Questionnaire. Measurement in Physical Education and Exercise Science, 10-30.