START K-12 IT: Self Management
You are receiving this newsletter because you have one or more teams attending the START Intensive K-12 training at Oakland Schools. Please save this to reference a snapshot of the learning, key points, and resources that can be useful talking points with your staff.
This final START module for the K-12 IT highlights the importance of teaching and promoting independence with students with ASD. For many individuals with autism, moving towards increased independence is difficult without systematic, long term instruction. Self management interventions not only support student independence but also decrease challenging behavior and increase appropriate behavior.
- Self Management is one of two Evidence-Based Practices that utilizes research based supports that are successful across ALL ages and domains!
- Independence is a PIVOTAL skill - Alone it reduces behavior.
Benefits of Self Management
2. Provides consistent alignment with the philosophy of PBIS which calls for behavior management techniques to be positive, preventative, educational and empowering.
3. Provides opportunities for meaningful practice by measuring, graphing, evaluating, and defining skills necessary in multiple parts of the curriculum.
4. Provides students and teachers with a proactive and positive way to avoid reactive punishment contingencies.
5. Increases the likelihood that appropriate behavior will last over time and generalize to various settings.
Implementing a Self Management System
- Step 1: Prepare the System
* Select recording/cuing device appropriate for student and use preferred interests to increase engagement!
* Decide how often to give feedback/reinforcement
- Step 2: Teach to use the System
* Discriminate behavior (examples/non-examples)
* Make it positive!
- Step 3: Implement with Adult Support
* Teach to self-record (prompt, fade, reinforce)
* Teach to access reinforcement when criterion
reached.
- Step 4: Promote Independence with System
Types of Self Management Systems
- Self Awareness
- Interruptions and/or Disruptions to Instruction
- Anxiety Reduction
- Time
- Organization
- Expectations
- Behavior/Break
- Engagement with Academics
- Manage a High Interest Area
- Social
- Job Task/Vocational
***Avoid contingent reinforcement - the self management system itself is motivating
***Teaching a visual schedule is the foundation for self-management and must be consistently used prior to starting a system
ASD Consultants
Colleen Meszler
colleen.meszler@oakland.k12.mi.us
Debbie Durant
deborah.durant@oakland.k12.mi.us
Location: 2111 Pontiac Lake Road, Waterford Township, MI, USA
Phone: (248) 209-2096