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Implementation

During the implementation of self-management strategies, the role of the adult varies according to the learner's level of independence. Depending on the case, the adult sometimes has to intervene and perform certain steps for the learner. However, it is important to limit these interventions so that the learner progresses and gains in autonomy.

Here are some tips for the person supervising the implementation of self-management strategies:

Become familiar with the strategies identified.
It is important to be familiar with the strategies identified and taught to the learner and to inquire about the learner's level of independence for each of the strategies.
Position yourself strategically in the environment.
It is about standing close enough to the learner to be able to intervene if necessary, but also far enough away so as not to disturb them or interfere with their autonomy. Depending on the strategy identified, it is sometimes useful to vary the places you stand to observe the learner (i.e., behind the class, near the playground, etc.).
Record data yourself on the frequency of the learner’s behaviour.
Validate the data taken by the learner to verify that they are collecting data correctly. Collect the data yourself in order to compare them with that of the learner. It is possible to use the same sheet as the learner, or a more general data collection sheet. Here is an example of a data collection sheet that is adaptable to the context.

Data Collection Sheet (Self-management)
Compare your data with that of the learner.
After an observation session, meet with the learner to compare their data with yours. If the data is the same, you can offer reinforcement to the learner for this step. Otherwise, you have to talk to the learner in order to understand their reasoning. If there are gaps in their approach, further Behavioural Skills Training sessions should be scheduled to review the data collection.
Offer help to the learner, according to their needs.
When the learner implements self-management strategies, the adult should be ready to step in if they need help. It is important, however, to offer only the minimum amount of assistance necessary to enable them to progress without compromising their autonomy.
Provide the learner with reinforcement when they effectively use a self-management strategy.
Since the learner must learn to use self-management strategies, it is important that they receive reinforcement for their efforts. Social reinforcement, in the form of encouragement, positive comments, or praise, may be enough. Sometimes offering a tangible reinforcer, such as access to an object or activity, may be necessary.


Tracking Progress
Daily learner progress is tracked by completing the Tracking Progress section in the Intervention Planning Tool. The following two questions will help guide the process:
  1. Is the frequency of the learner's targeted behaviour increasing or being maintained?
  2. Is the learner successful in implementing self-management strategies as intended?

The Data Collection Sheet makes it possible to:
  • Compare your observations with those of the learner;
  • Notice trends (i.e., if the learner correctly uses certain strategies more than others);
  • Identify environmental variables that could motivate the learner or hinder the learner’s performance.
Here is how Michelle and Ms. Smith collected data during the social studies course: Ms. Smith decided to create her own data collection sheet that Michelle could easily use as well. Ms. Smith noted some additional information on her sheet.

Data Collection Sheet (Self-management) – MichelleData Collection Sheet (Self-management) – Ms. Smith
If the frequency of the learner's behaviour is not increasing or not being maintained, here are some things to consider:
  • Are all of the self-management strategies being implemented as planned?
  • Does the list of potential reinforcers need to be updated?
  • Do the quantity and quality of the reinforcer offered correspond to the effort required to complete the task or demonstrate the requested behaviour?
  • Does the learner have access to reinforcers at other times? Does it affect motivation to get the reinforcer?
It may be necessary to revise parts of the self-management program in order to make certain changes.

Generalization of the Skill
According to Cooper, Heron, and Heward (2007), a behaviour is generalized when it occurs in other contexts, with other people, and over time, without specific teaching related to these variables. It would be impossible to teach all individuals all behaviours in all circumstances. Generalization is therefore an essential concept that must be taken into account when planning interventions with learners who present challenges. The teams must consider generalization from the start of the planning process to ensure that it is integrated into the entire process. For some learners, generalizing skills will be easier than for others.

Self-management is an intervention that promotes the generalization of skills, because the learner themselves can control the antecedents and consequences of the environment. However, the facilitators must ensure that generalization of the skill occurs. Here are some strategies that encourage generalization of the skills learned:
  • Practice using self-management strategies with the learner in a variety of settings (e.g., classroom, recess, and home).
  • Practice a variety of correct responses with the learner (e.g., put the paper in the black garbage can and put the paper in the recycling bin).
  • Teach the learner to use their self-management strategies in usual contexts to facilitate the transfer to other contexts (e.g., teach the learner to use visual support in the cafeteria if this is the place where it will be used).
  • Encourage parents/guardians and other family members to participate in the process of teaching and maintaining different self-management strategies.
  • Even after the goal has been reached, regularly check that the learner continues to demonstrate the skill.