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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
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

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