Planning
If the learner has mastered the targeted skill and the team considers that they can benefit from it, then it is advisable to set up a self-management system. A transition to this system occurs at the learner's pace, either from the start of the intervention or later, once the learner is comfortable with the reinforcement program.
The aim is to get the learner to self-regulate their own behaviour by being responsible for implementing self-management strategies based on antecedents and consequences. Achieving this goal or part of it involves choosing the strategies that match the learner's needs and teaching them. The responsible adult therefore plays a key role in the success of the intervention.
This section presents the journey of Michelle, a 9-year-old learner who recently completed a CALI – Functional Skills for Independence. The team that performed the assessment chose to work with Michelle on the skill Listening to people during a conversation. Michelle has already learned different strategies to improve her listening skills, but she has difficulty using them effectively. She is so enthusiastic when interacting with others that she does not take the time to listen to what they tell her. The team believes a self-management program is appropriate for Michelle, as she has already mastered the targeted skills, but has difficulty using them at the right times. In addition, Michelle is very independent during all other daily activities and the team wants to encourage her independence.
Here are two planning tools, one for the adult (practitioner) and the other for the learner.
Intervention Planning Tool (Self-management) – Practitioner SheetIntervention Planning Tool (Self-management) – Learner Sheet
This section examines the use of the Intervention Planning Tool and follows the steps of the planning process using the example of Michelle.
Intervention Planning Tool (Self-management) – Practitioner Sheet, Michelle's exampleIntervention Planning Tool (Self-management) – Learner Sheet, Michelle's example
Planning Process
Here are general steps for planning the implementation of self-management strategies for a learner. Self-management is an intervention that must be particularly tailored to the needs of individuals. It is therefore necessary to determine at what level the learner should participate in decision-making and the implementation of strategies. The learner could contribute to it from the start or after certain strategies have been implemented by an adult.
It may be that some of these planning steps have already been completed if other interventions were put in place before the self-management program (Behavioural Skills Training, task analysis, and chaining, intervention by peers, or positive reinforcement). It is then sufficient to simply enter the information relevant to self-management into the tool. Click on each step for a detailed description.
The aim is to get the learner to self-regulate their own behaviour by being responsible for implementing self-management strategies based on antecedents and consequences. Achieving this goal or part of it involves choosing the strategies that match the learner's needs and teaching them. The responsible adult therefore plays a key role in the success of the intervention.
This section presents the journey of Michelle, a 9-year-old learner who recently completed a CALI – Functional Skills for Independence. The team that performed the assessment chose to work with Michelle on the skill Listening to people during a conversation. Michelle has already learned different strategies to improve her listening skills, but she has difficulty using them effectively. She is so enthusiastic when interacting with others that she does not take the time to listen to what they tell her. The team believes a self-management program is appropriate for Michelle, as she has already mastered the targeted skills, but has difficulty using them at the right times. In addition, Michelle is very independent during all other daily activities and the team wants to encourage her independence.
Here are two planning tools, one for the adult (practitioner) and the other for the learner.
Intervention Planning Tool (Self-management) – Practitioner SheetIntervention Planning Tool (Self-management) – Learner Sheet
This section examines the use of the Intervention Planning Tool and follows the steps of the planning process using the example of Michelle.
Intervention Planning Tool (Self-management) – Practitioner Sheet, Michelle's exampleIntervention Planning Tool (Self-management) – Learner Sheet, Michelle's example
Planning Process
Here are general steps for planning the implementation of self-management strategies for a learner. Self-management is an intervention that must be particularly tailored to the needs of individuals. It is therefore necessary to determine at what level the learner should participate in decision-making and the implementation of strategies. The learner could contribute to it from the start or after certain strategies have been implemented by an adult.
It may be that some of these planning steps have already been completed if other interventions were put in place before the self-management program (Behavioural Skills Training, task analysis, and chaining, intervention by peers, or positive reinforcement). It is then sufficient to simply enter the information relevant to self-management into the tool. Click on each step for a detailed description.
1. Designate the adult responsible for planning and the adult who will supervise and implement the strategy.
The adult responsible for planning is not always the one who will support the learner during the implementation of the strategies. If such is the case, it is important that this person is well aware of the expectations and is well supported. The Coaching and Supporting Staff section explores this aspect in detail.
2. Define the targeted skill in observable and measurable terms.
It is important to define the skill so that the learner knows exactly what is or is not a correct response. It is therefore a matter of including information in the Intervention Planning Tool – Practitioner Sheet that describes the quality of the response sought and the quantity.
The learner can participate in this step according to their abilities and note the targeted skill in the Intervention Planning Tool – Learner Sheet.
The learner can participate in this step according to their abilities and note the targeted skill in the Intervention Planning Tool – Learner Sheet.
| Examples Observable and measurable terms | Counterexamples Terms that are difficult to observe and measure |
|---|---|
| Offer a toy he is playing with to a peer or agree to give a toy he is playing with to a peer when the peer asks him | Share his toys |
| Wave or say “hi” after making visual contact with a person | Greet people |
| Throw a softball with two hands in a specific direction | Throw a ball |
3. Collect data on the learner's current level.
Writing a SMART goal involves first determining the learner’s current level. Relevant information may have already been gathered during the CALI – Functional Skills for Independence or during the implementation of another intervention (e.g., the learner may currently perform a task or continue an activity for five consecutive minutes). In that case, no additional data collection is necessary; it is sufficient to enter the relevant information in the Intervention Planning Tool.
However, if no information on the learner’s current level is available, data must be collected. The goal is to obtain enough information about the learner's current level to write a specific, measurable, achievable, realistic and time-bound objective.
Here is a sample data collection sheet used to record information about the learner’s current level.
Data Collection Sheet (Self-management) – Current Level
Here is how Michelle’s teacher collected data about her current level:
Data Collection Sheet (Self-management) – Michelle’s Current Level
The Intervention Planning Tool includes a section entitled Learner’s Current Level where you can write a short summary of the information gathered. Here is the summary that the team wrote for Michelle:
Michelle used two listening strategies when talking to an adult. She did not use any during three discussions with her peers.
However, if no information on the learner’s current level is available, data must be collected. The goal is to obtain enough information about the learner's current level to write a specific, measurable, achievable, realistic and time-bound objective.
Here is a sample data collection sheet used to record information about the learner’s current level.
Data Collection Sheet (Self-management) – Current Level
Here is how Michelle’s teacher collected data about her current level:
Data Collection Sheet (Self-management) – Michelle’s Current Level
The Intervention Planning Tool includes a section entitled Learner’s Current Level where you can write a short summary of the information gathered. Here is the summary that the team wrote for Michelle:
Michelle used two listening strategies when talking to an adult. She did not use any during three discussions with her peers.
4. Write a SMART goal with the learner.
The information gathered now makes it possible to write a SMART goal with the learner and include it in the Intervention Planning Tool – Practitioner Sheet. This goal could also be included in the learner’s intervention plan or in any other relevant document. The learner can participate in this step based on their abilities and use the first person voice ("I") when writing their goal in the Intervention Planning Tool – Learner Sheet.
Michelle and Ms. Smith met to discuss the self-management program. Ms. Smith first explained to Michelle how such a program usually works, then they discussed the target behaviour and wrote the goal together. Here is the SMART goal that Ms. Smith included in the Intervention Planning Tool – Practitioner Sheet:
By April 1, XXXX, during discussions in the classroom with at least one other peer or an adult, Michelle will be able to use at least two of the following four listening strategies: get in the listening position, pay attention to the other person, observe the other person's gestures and expressions, and use gestures and facial expressions when an adult or a peer is talking to her, for four out of five consecutive trials.
Here is the SMART goal that Michelle wrote in the Intervention Planning Tool – Learner Sheet:
Use my four listening strategies when my friends or teachers talk to me (see the sheet "I listen to others").
Michelle and Ms. Smith met to discuss the self-management program. Ms. Smith first explained to Michelle how such a program usually works, then they discussed the target behaviour and wrote the goal together. Here is the SMART goal that Ms. Smith included in the Intervention Planning Tool – Practitioner Sheet:
By April 1, XXXX, during discussions in the classroom with at least one other peer or an adult, Michelle will be able to use at least two of the following four listening strategies: get in the listening position, pay attention to the other person, observe the other person's gestures and expressions, and use gestures and facial expressions when an adult or a peer is talking to her, for four out of five consecutive trials.
Here is the SMART goal that Michelle wrote in the Intervention Planning Tool – Learner Sheet:
Use my four listening strategies when my friends or teachers talk to me (see the sheet "I listen to others").
5. Determine whether a token economy system is appropriate.
For some learners and under certain conditions, a token economy system may be appropriate. The Positive Reinforcement section explains the prerequisites and steps required for putting a token economy system into effect. The role of the learner in managing a token economy system is explained in the next steps.
6. Choose antecedent-based strategies with the learner.
A self-management program may contain strategies based on antecedents. These strategies help the learner to establish favourable conditions for their success. One or more strategies can be chosen, in collaboration with the learner if possible. Examples of strategies are presented in the Information section.
In another discussion, Ms. Smith introduced Michelle to different strategies based on antecedents. Together, they chose one that applied well to the context and that Michelle was comfortable with. Ms. Smith noted this in her Intervention Planning Tool – Practitioner Sheet while Michelle noted it in her Intervention Planning Tool – Learner Sheet.
In another discussion, Ms. Smith introduced Michelle to different strategies based on antecedents. Together, they chose one that applied well to the context and that Michelle was comfortable with. Ms. Smith noted this in her Intervention Planning Tool – Practitioner Sheet while Michelle noted it in her Intervention Planning Tool – Learner Sheet.
7. Working with the learner, determine their involvement in the implementation of consequence-based strategies.
A self-management program can include consequence-based strategies. These strategies allow the learner to be involved in the management of their reinforcement program. A series of strategies is suggested in the Information section. This involves discussing each of the strategies with the learner and determining at what level they will be involved in each of them.
It is important to note the components of the reinforcement program in the Intervention Planning Tool – Practitioner Sheet, and to encourage the learner to use “I” when describing the different strategies in their Intervention Planning Tool – Learner Sheet.
Michelle’s team decided to use a token economy system as a consequence-based strategy. Michelle was very motivated to be able to participate in decisions relating to the token economy system. Here is how she described her data collection system:
It is important to note the components of the reinforcement program in the Intervention Planning Tool – Practitioner Sheet, and to encourage the learner to use “I” when describing the different strategies in their Intervention Planning Tool – Learner Sheet.
Michelle’s team decided to use a token economy system as a consequence-based strategy. Michelle was very motivated to be able to participate in decisions relating to the token economy system. Here is how she described her data collection system:
- I use the sheet “I listen to others.”
- I place a mark in the box when I apply one of the strategies noted on the sheet.
- At the end of the day, I will see Ms. Perrera and show her my sheet. I add up the total number of accumulated marks and write the result on the board before erasing my sheet.
8. Obtain the necessary consents and authorizations.
Parents/guardians, teachers, and other care providers who participated in the CALI – Functional Skills for Independence also participated in the choice of the skills to be targeted. However, depending on the specific regulations of each workplace, it is sometimes necessary to obtain a formal signed consent from the parents/guardians. For example, if the team decides to work on a skill involving the use of household appliances such as an oven or washing machine, it is recommended that you obtain signed parental consent. It is also recommended to advise the school administration if certain unusual activities are planned (e.g., a team that wishes to work on the skill Entering and exiting the bus in a suitable manner needs to work with the bus driver to practice the skill).
9. Assemble the materials required.
This means having a variety of materials adapted to the learner’s context and age, as well as the reinforcers identified at an earlier planning stage.
10. Teach the chosen strategies to the learner.
Now is the time to teach the learner to implement the different strategies based on the antecedents and consequences that have been identified. The Information section describes several teaching approaches. It is possible to teach the strategies one at a time, at the learner’s pace, or to tackle several simultaneously. It is important to keep notes of the teaching sessions in the Intervention Planning Tool – Practitioner Sheet.
Ms. Smith taught Michelle self-management strategies using Behaviour Skills Training (BST). She also used prompting and reinforcement.
Teaching Sessions and Reinforcement
Ms. Smith taught Michelle self-management strategies using Behaviour Skills Training (BST). She also used prompting and reinforcement.
Teaching Sessions and Reinforcement
| Date and Time | Person Responsible | Self-management Strategy Taught | Teaching Approach Used | Description of Reinforcement | Notes and Comments |
|---|---|---|---|---|---|
| March 9th 10:00 | Ms. Smith | Use a visual aid to remind her of listening strategies. | ☑︎ BST ☐ Task analysis and chaining ☑︎ Reinforcement ☑︎ Prompting ☐ Other: |
Social reinforcement | A second teaching session will be required to practice using this strategy. |
| March 10th 9:00 | Ms. Smith | Use a visual aid to remind her of listening strategies. | ☑︎ BST ☐ Task analysis and chaining ☑︎ Reinforcement ☑︎ Prompting ☐ Other: |
Social reinforcement | Michelle is ready to use this strategy in the natural environment. |
| March 14th 1:00 | Ms. Smith | Use “I listen to others” sheet. | ☑︎ BST ☐ Task analysis and chaining ☑︎ Reinforcement ☑︎ Prompting ☐ Other: |
Social reinforcement Free time to listen to music after the session |
We practiced data collection together with the worksheet. We did some role-playing where I played the role of Michelle and she had to record the frequency of my listening skills. Mr. Howard acted as my communication partner. |
| March 15th 10:00 | Ms. Smith | Use “I listen to others” sheet. | ☑︎ BST ☐ Task analysis and chaining ☑︎ Reinforcement ☑︎ Prompting ☐ Other: |
Social reinforcement Computer games |
I organized a small activity with two peers. Michelle practiced taking data during the activity. She checked off the boxes correctly when she thought of them. She forgot three times to record behaviours performed. |
| March 17th 1:00 |
Ms. Smith | Use “I listen to others” sheet and tally the count of the day. | ☑︎ BST ☐ Task analysis and chaining ☑︎ Reinforcement ☑︎ Prompting ☐ Other: |
Social reinforcement | Michelle practiced taking data during a classroom activity. We then calculated the total number of check marks obtained together. |
| March 15th 10:00 | Ms. Smith | Exchange check marks for a reinforcer. | ☑︎ BST ☐ Task analysis and chaining ☑︎ Reinforcement ☑︎ Prompting ☐ Other: |
Social reinforcement | Michelle mastered this step very quickly! |
11. Plan ongoing support.
It is important to support the learner in implementing the strategies of their self-management program. This involves planning observation sessions where the adult can support the learner if needed. Some learners will need more support than others, especially when implementation begins.
