Week 14 AssignmentsReadingsRead Chapter 12 in your text.As.docx
- 1. Week 14 Assignments Readings: Read Chapter 12 in your text. Assignments: 1. Answer the Chapter 12 Short Answer Responses and submit to dropbox Teaching Students to Manage their own Behavior Chapter 12 Our overall goal as a teacher is to have student manage their own behavior. Self-Management Think about how we manage our behaviors as adults Examples? Anyone who is to function independently to any extent must learn how to manage their own behaviors. Overview We will further examine techniques/stratagies that we can use to
- 2. help students become less dependent on teachers environmental manipulations. Why do we need to teach this skill? We are NOT perfect. We will miss things. Miscommunication between people in different settings (parents, BHRS, teachers, etc. ) We can serve as an environmental cue for performance. When we have input from students, they are more likely to increase their performance. Certain things that appear in one setting, aren’t always available in other settings. Overview Continued Useful skill for typical learners as well as those with disabilities Increasingly critical as our focus is more of an inclusionary model in both education and community settings. Students can be taught to set their own goals and objectives, record the data,evaulate their behavior and provide consequences to their behaviors. Self- management comes in a package Taught via DI and modeling. Overview Continued Self-Management procedure are part of the Natural Environment Goal Setting Self-Recording Self-Reinforcement Self-punishment
- 3. Self-instruction B.F. Skinner use these techniques up until his death at 84 Increase and maintain productivity A Common Experience Preparing Students to Manage their own Behavior Teachers may... ask students to set goals. ask students to evaluate their performance. explain to the student what behavior resulted in reinforcement (following delivery of reinforcement). ask the student to relate part of the contingency for reinforcement. ask the student to state the entire contingency for reinforcement. involve students in choosing reinforcers and in determining their cost in terms of behavior. 12-3 6 Goal Setting Students can be taught to set their own goals Perform better than goals that are chosen for them Less intrusive than cued self-recording When assisting students to set goals Specific
- 4. Challenging, but achievable Attaining the goals at first can be quick rather than long-term Provide feedback about goal achievement Goal Setting Self-Recording of Data “Self-Monitoring” vs. Self-recording & Self-Evaluation Provide student and teacher with concrete feedback regarding behavior Reactive Effect- collecting the data may result in an immediate yet temporary change in behavior. Least effective with students with emotional/behavioral disorders and those who do not want to change their behaviors Self-Recording Teaching students to use self-recording should include: Selecting a target behavior Operationally defining the behavior Selecting an appropriate data collection tool DI in the use of the data collection system Modeling, and monitoring at least one practice data-recording session Allow students to use self-recording and then monitoring the results. Self-Recording
- 5. Why is this successful? Forces the student to monitor their behavior Student that indicates that he has completed his daily tasks/requirements creates positive feedback. Provides environmental cues that increase their awareness of potential consequences. Weightloss, smoking cessation programs Concerns Accuracy of students records Won’t they cheat? Self-Recording Can take many forms Compare responses on a worksheet to an answer key, teachers edition. Think about when the teacher let you use the teachers edition in grade school…..SUPER COOL! (SR+) Spot checking to ensure they aren’t just copying. Before they self-evaluate… In order for students to self-evaluate they must be able to discriminate between appropriate and inappropriate behaviors. Example: DI lesson to identify on-task/off-task behavior Model Me-Kids Self-Evaluation
- 6. As Educators, we already set up contingencies “If…….then” Continues students set themselves may be more effective than those set by teachers. Allow them to choose their reinforcement Allow them to choose the response cost Allow them to choose behaviors to be modified Transfer of skill Start with teacher controlled contingencies Must be gradual Must be explicitly taught to use self-reinforcement/punishment procedures. Self-Reinforcement Successive Steps to transfer both recording and reinforcement responsibilities. Teachers initally awarded and reocrded poitns and determined SR+. Students recorded points awarded by the teacher Students awarded themselves points and earned bonus points for matching teacher ratings. Matching was gradually faded and students rated their own behavior and determined reinforcement independently. Self-Reinforcement Self-Reinforcement is more effective than self-punishment. Dobby
- 7. Self-Punishment Providing one’s own verbal prompts Necessary when SD’s are not-sufficent enough to set the occasion for the required response. Often provided by others Many adults given themselves prompts when they engage in difficult or unfamiliar tasks. Folding a fitted sheet. “I before e except after c” “3o days has September…..” Enables student to guide themselves through the process Tying Shoes Self-Instruction Training given before students are given problems to solve. Have been effective in: Increase attendance to task Increase ability to demonstrate academic skills Increase appropriate social behaviors Teaching a variety of skills to persons with moderate, severe and profound disabilities. Self-Instruction
- 8. Meichenbaum & Goodman (1971) 1) Cognitive modeling- performing the task while talking to self aloud 2) Overt, external guidance- performed the same task under the direction of the model’s instruction 3) Overt self-guidance- instructing himself aloud 4) Faded, overt self-guidance-whispered the instructions to himself as he went through the task 5) Covert, self-instruction-Performed the task while guiding the performance via private speech. Self-Instruction These skills must be taught to learn to imitate an effective and complete strategy. Problem definition Focusing attention and response guidance Self-Reinforcement Self- Evaluate coping skills and error correct options I can write my numbers Self-Instruction Actual implementation of the procedure during task performance. The ability of students to perform the response in question.
- 9. Reinforcement for adhering to self-instructions. Making the focus of instructions specific. Factors that influence Self-Instruction Severe Disabilities Mild Disabilities Students At-Risk Self-Management for Learners with Disabilities Chapter 12 Short Answer Response Questions 1. List the two primary reasons attributed to the success of selfrecording procedures in assisting behavior change. 2. List four factors that appear to influence the effectiveness of selfinstruction. 3. Meichenbaum has detailed a five-step procedure for selfinstruction. List the five steps in this procedure. 4. 12-54. Select one selfrecording strategy and give an example of its use. 5. Give an example of the use of a selfreinforcement procedure.