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 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 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 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: Selectin.