Behavioral Self-Management with At-Risk Children (From Promoting Success with At-Risk Students: Emerging Perspectives and Practical Approaches, P 43-64, 1990, Louis J Kruger, ed. -- See NCJ-128388)

• NCJ Number: 128390
• Author(s): F C Mace; M C Shea
• Date Published: 1990
• Length: 22 pages
• Sale Source: Haworth Press, Inc
• Publication Type: Survey
• Language: English
• Country: United States of America

Annotation

Major components in the behavioral self-management of at-risk students include self-monitoring, self-evaluation, self-reinforcement, and self-instruction.

Abstract

Conceptual and procedural developments in behavioral self-management have been influenced by two theoretical models. The cognitive-behavioral model proposes a multistage process of self-management in which students monitor their own behavior, evaluate it against a standard, and provide rewards to themselves based on whether the standard is met. The operant model views self-managed behavior as a product of environmental contingencies and proposes an interactive relationship between student behavior and the environment. Suggestions are offered for practitioners involved in the design and implementation of behavioral self-management programs for students identified as at-risk for special education placements. Behavioral self-management is considered to be a valuable tool for practitioners because it is time-efficient and increases the number of students served by existing personnel; emphasizes positive and nonintrusive reinforcement procedures; and is designed, administered, and evaluated on an individual basis with input from the student, teacher, and special services provider. These features make behavioral self-management particularly suitable for remediating academic and social problems of students identified as at-risk before they require more intrusive and restrictive interventions. 49 references