Information
Here is a takeaway and checklist to help you plan and implement the intervention.
Self-management is an evidence-based intervention that makes it possible to increase, maintain, or reduce the frequency of a behaviour. In this resource, self-management is used to increase or maintain the frequency of targeted behaviour. It is a complementary approach to positive reinforcement, with a few variations. Usually, it is the adult who is responsible for implementing the interventions with a learner. With self-management, it is the learners themselves who use certain antecedent- and consequence-based strategies to self-regulate their behaviour.
Learning Objectives
In this section you will learn to:
Self-management
Self-management is a strategy that empowers learners by encouraging them to self-regulate their own behaviour. It promotes independence and self-determination because the learner does not depend on another person to help them manage their behaviour. Self-management can be used with learners of all ages to manage a variety of skills including social, language, academic, life, play, or vocational skills.
The learner’s level of involvement in their self-management system varies according to their strengths and skills. Some learners are able to manage only a few strategies, while others can use all strategies independently. The more the learner can self-manage their behaviour, the easier it is to generalize this behaviour to other environments.
Self-management Strategies Based on Antecedents
As we saw in the Principles of Learning section, all behaviour is preceded by environmental variables called antecedents. An antecedent is an event or condition that occurs just before the behaviour manifests. Antecedents are not directly responsible for increasing or decreasing the frequency of a behaviour, but they can certainly contribute to it.
For example, a teacher writes on the board the order in which the students will be called to work on the computers in the classroom. The list is an environmental variable that precedes the targeted “Wait your Turn” behaviour. The list does not guarantee that all students will wait their turn, but certainly increases their chance of success. If, all of a sudden, the teacher decides to ignore the list and to name the students at random, some students will probably be tempted to ignore the instructions. This change in environmental variables can certainly help to modify learners’ behaviours.
Some self-management strategies can be applied to antecedents. With antecedent-based strategies, the individual performs certain actions to help change their own behaviour. Here are some examples of antecedent-based self-management strategies:
Self-management Strategies Based on Consequences
All behaviour is followed by environmental variables called consequences. A reinforcing consequence increases the likelihood of a behaviour recurring. Otherwise, that probability is reduced. Positive reinforcement is an evidence-based intervention that involves the delivery of a reinforcer immediately after the targeted behaviour occurs in order to increase its frequency. The reinforcer is usually delivered by another person, according to specific, pre-established criteria.
In the example of the teacher writing on the board the order in which learners will be called, if those who wait patiently for their turn receive a reinforcing consequence (e.g., prolonged access to the computer), it is more likely that they will continue to exhibit this behaviour.
Some self-management strategies are based on consequences, placing responsibility on the learner to deal with certain aspects of their reinforcement program that are usually managed by adults. In many other interventions, the adult observes the learner and delivers the reinforcer, according to pre-established criteria. The adult also records the data and analyzes progress. In self-management, the learner is more active and takes more responsibility for their reinforcement program. Here are some strategies based on self-management of consequences:
Since self-management targets involve increasing or maintaining the frequency of a behaviour, reinforcement is an important component of this type of intervention. The following sections allow you to learn more about reinforcement and its components.
Role of the Adult in a Self-management Program
The goal of self-management is to get the learner to self-manage their behaviour by implementing strategies based on antecedents or consequences. This means that the adult must guide and support the learner during the planning and implementation of a self-management program. Explicitly teaching the strategies to the learner is an essential preparatory step in implementing self-management.
Here are some strategies that can be used to teach one or more steps of a self-management program:
When should self-management strategies be implemented?
A self-management program can complement one of the other four interventions presented in this resource, namely Behavioural Skills Training (BST), task analysis and chaining, peer-mediated intervention, and positive reinforcement. Self-management strategies are implemented only after the learner has mastered the targeted skill. For example, for teaching the targeted skill Brushing teeth with task analysis and chaining, self-management strategies are not used until the learner is able to brush their teeth independently. Once all of the steps in this skill have been mastered, the team can help the learner implement antecedent- and consequence-based strategies to move into a self-management program.
In some cases, the learner has mastered the targeted skill, but does not demonstrate it consistently and independently. For example, suppose a learner is able to place all his materials in his backpack before leaving, but does not do it regularly. An adult constantly needs to remind him of the steps to follow and to check his bag before leaving. If the team chooses to reinforce the targeted behaviour with the implementation of a token economy system, they can also choose a self-management program from the start and let the learner manage his own token system.
For another example, suppose a learner is able to greet people appropriately, but does not do so on a regular basis. The team may decide to implement a token economy system to reinforce the targeted behaviour. However, it may be best to leave it to the adult learner to manage the token economy system until the learner is comfortable with it. The team can then always implement self-management later in the process.
The learner’s team should then determine on a case-by-case basis the best time to involve the learner in the implementation of self-management strategies.
Advantages and Limitations of Self-management
Before starting a self-management program, it is important to know the learner well and to make sure that the intervention is suited to their needs. It is useful to talk to the learner’s team, including their parents/guardians, in order to validate the decision.
Self-management is an evidence-based intervention that makes it possible to increase, maintain, or reduce the frequency of a behaviour. In this resource, self-management is used to increase or maintain the frequency of targeted behaviour. It is a complementary approach to positive reinforcement, with a few variations. Usually, it is the adult who is responsible for implementing the interventions with a learner. With self-management, it is the learners themselves who use certain antecedent- and consequence-based strategies to self-regulate their behaviour.
Learning Objectives
In this section you will learn to:
- Recognize and identify strategies based on antecedents and consequences;
- Plan the implementation of self-management strategies by following the proposed steps;
- Guide the learner during the implementation of self-management strategies;
- Track learner progress and assess skills maintenance;
- Make appropriate decisions based on proposed scenarios.
Self-management
Self-management is a strategy that empowers learners by encouraging them to self-regulate their own behaviour. It promotes independence and self-determination because the learner does not depend on another person to help them manage their behaviour. Self-management can be used with learners of all ages to manage a variety of skills including social, language, academic, life, play, or vocational skills.
The learner’s level of involvement in their self-management system varies according to their strengths and skills. Some learners are able to manage only a few strategies, while others can use all strategies independently. The more the learner can self-manage their behaviour, the easier it is to generalize this behaviour to other environments.
Self-management Strategies Based on Antecedents
As we saw in the Principles of Learning section, all behaviour is preceded by environmental variables called antecedents. An antecedent is an event or condition that occurs just before the behaviour manifests. Antecedents are not directly responsible for increasing or decreasing the frequency of a behaviour, but they can certainly contribute to it.
For example, a teacher writes on the board the order in which the students will be called to work on the computers in the classroom. The list is an environmental variable that precedes the targeted “Wait your Turn” behaviour. The list does not guarantee that all students will wait their turn, but certainly increases their chance of success. If, all of a sudden, the teacher decides to ignore the list and to name the students at random, some students will probably be tempted to ignore the instructions. This change in environmental variables can certainly help to modify learners’ behaviours.
Some self-management strategies can be applied to antecedents. With antecedent-based strategies, the individual performs certain actions to help change their own behaviour. Here are some examples of antecedent-based self-management strategies:
- Write a note on a sticker or in a planner to remember a task or an event.
- Put an alarm on a phone to remember a task or an event.
- Use pictures or illustrations to remember the steps of a task.
- Remove certain objects or items from the environment in order to limit distractions or temptations.
- Limit their own access to a favourite activity, favourite food or favourite object in order to increase their motivation to obtain the reinforcer after completing the task or targeted activity (e.g., avoiding playing a game on their tablet for several hours in order to increase their motivation to be able to play it after completing homework).
- Complete the first steps in a chain to increase the likelihood of continuing the task (e.g., take out clothes and place them on the chair before going to bed to help with the morning routine).
Self-management Strategies Based on Consequences
All behaviour is followed by environmental variables called consequences. A reinforcing consequence increases the likelihood of a behaviour recurring. Otherwise, that probability is reduced. Positive reinforcement is an evidence-based intervention that involves the delivery of a reinforcer immediately after the targeted behaviour occurs in order to increase its frequency. The reinforcer is usually delivered by another person, according to specific, pre-established criteria.
In the example of the teacher writing on the board the order in which learners will be called, if those who wait patiently for their turn receive a reinforcing consequence (e.g., prolonged access to the computer), it is more likely that they will continue to exhibit this behaviour.
Some self-management strategies are based on consequences, placing responsibility on the learner to deal with certain aspects of their reinforcement program that are usually managed by adults. In many other interventions, the adult observes the learner and delivers the reinforcer, according to pre-established criteria. The adult also records the data and analyzes progress. In self-management, the learner is more active and takes more responsibility for their reinforcement program. Here are some strategies based on self-management of consequences:
- Identify the targeted behaviour.
- Set a goal.
- Identify potential reinforcers.
- Develop a data collection system.
- Collect data on their own behaviour.
- Analyze the data and determine if the reinforcer can be delivered.
- Access the reinforcer.
Since self-management targets involve increasing or maintaining the frequency of a behaviour, reinforcement is an important component of this type of intervention. The following sections allow you to learn more about reinforcement and its components.
- Intervention: Positive reinforcement
- Fundamental concept: Principles of learning
- Fundamental concept: Reinforcement
Role of the Adult in a Self-management Program
The goal of self-management is to get the learner to self-manage their behaviour by implementing strategies based on antecedents or consequences. This means that the adult must guide and support the learner during the planning and implementation of a self-management program. Explicitly teaching the strategies to the learner is an essential preparatory step in implementing self-management.
Here are some strategies that can be used to teach one or more steps of a self-management program:
Behavioural Skills Training (BST)
BST is a five-step process that can be used to teach a variety of skills. This approach can be used to teach the different stages of the self-management program to a learner. You can learn more about this intervention in the Behavioural Skills Training section.
Task analysis and chaining
Task analysis allows a task to be broken down into smaller, more manageable steps, and chaining allows each step to be taught in a predetermined order. This approach can allow teams to teach the different stages of a self-management program to the learner in sequence. You can learn more about this intervention in the Task Analysis and Chaining section.
Prompting
Prompting is a measure or aid that allows the learner to respond correctly by bridging the gap between their current level and the level sought. There are different types of prompts that can be used to teach the steps of a self-management program to a learner:
The Prompting section provides more information on this topic.
- Modelling involves demonstrating or presenting the desired behaviour in order to encourage the learner to imitate it. This strategy can be used to demonstrate certain techniques to the learner, such as taking data or setting a goal.
- Video modelling involves a video demonstration of the intended behaviour to encourage the learner to imitate it. This strategy can be used to demonstrate certain techniques to the learner, such as accessing the reinforcer.
- Peer modelling involves having a peer demonstrate or present the intended behaviour in order to encourage the learner to imitate it. This strategy can be used to show the learner certain techniques, such as analyzing their data and determining whether to deliver the reinforcer.
- Visual prompts are pictures, photos, or drawings that allow the learner to understand the expectations of the target behaviour. For example, it is possible to prepare a visual support that represents the different steps to follow for the self-management program.
The Prompting section provides more information on this topic.
Reinforcement
Reinforcement should be used in order to increase or maintain the frequency of a targeted behaviour. It may seem strange to reinforce a learner so that they themselves learn to use their reinforcement program, but this is an essential component of learning. The Reinforcement section provides more information about this topic.
When should self-management strategies be implemented?
A self-management program can complement one of the other four interventions presented in this resource, namely Behavioural Skills Training (BST), task analysis and chaining, peer-mediated intervention, and positive reinforcement. Self-management strategies are implemented only after the learner has mastered the targeted skill. For example, for teaching the targeted skill Brushing teeth with task analysis and chaining, self-management strategies are not used until the learner is able to brush their teeth independently. Once all of the steps in this skill have been mastered, the team can help the learner implement antecedent- and consequence-based strategies to move into a self-management program.
In some cases, the learner has mastered the targeted skill, but does not demonstrate it consistently and independently. For example, suppose a learner is able to place all his materials in his backpack before leaving, but does not do it regularly. An adult constantly needs to remind him of the steps to follow and to check his bag before leaving. If the team chooses to reinforce the targeted behaviour with the implementation of a token economy system, they can also choose a self-management program from the start and let the learner manage his own token system.
For another example, suppose a learner is able to greet people appropriately, but does not do so on a regular basis. The team may decide to implement a token economy system to reinforce the targeted behaviour. However, it may be best to leave it to the adult learner to manage the token economy system until the learner is comfortable with it. The team can then always implement self-management later in the process.
The learner’s team should then determine on a case-by-case basis the best time to involve the learner in the implementation of self-management strategies.
Advantages and Limitations of Self-management
Before starting a self-management program, it is important to know the learner well and to make sure that the intervention is suited to their needs. It is useful to talk to the learner’s team, including their parents/guardians, in order to validate the decision.
Advantages of self-management
Some learners will be able to master each of the steps independently through instruction and support. Others may need help with certain steps. The level of independence of each learner varies, but the benefits of being able to self-manage their behaviour are numerous:
- Self-management leads to lasting changes, as the learner is able to control the environmental variables that affect their behaviour.
- An individual with self-management skills is more apt to have positive experiences in school, at home, in the community, and in the workforce.
- Self-management allows the learner to be included in decisions made about them.
- It is easier for the learner to generalize their skills because they can continue to self-regulate their behaviour in various contexts and environments.
Limitations of self-management
Self-management, however, is not appropriate for all learners or all types of behaviour. The intervention is sometimes distracting for other learners in the environment before it is mastered and can interfere with the functioning of the learning environment. It is therefore necessary to know how to be creative and to design a system that is both simple and effective for learners. In addition, even if the learner succeeds in mastering each of the stages of the intervention, the adult must still continue to follow up to ensure maintenance.
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