Self-Management Strategies 

Self-management strategies include a range of strategies that students can use to change their behavior. The goal of instruction in this area is to shift the responsibility of instruction from the teacher to the student. These strategies can actually aid in skill acquisition as well as reduce teacher time required for instruction and monitoring of behavior, promote generalization and maintenance of behaviors, and reinforce the cultural value of education that students leave school independent and competent (Agran, 1997). Five of the most common self-management strategies are presented below. 

1.        Self Instruction

Self-instruction involves teaching students how to talk themselves through the completion of a task. Self-instructional strategies have been successful in improving student’s academic performance, social and interpersonal skills, work skills, and following of directions. There are several different formats for teaching self-instruction, but most include modeling, providing opportunities for practice, corrective feedback, and reinforcement (Hughes & Presley, 1998).

Hughes (1997) noted that the traditional model for teaching self-instruction, which is based on Meichenbaum and Goodman’s sequence, comprises four main steps: (a) stating the problem, (b) stating the possible response to the problem, (c) evaluating the response, and (d) reinforcing oneself verbally. The various self- instruction models include some or all of these statements.
     
 2.        Goal Setting

Goal setting can be used to promote the academic and social/behavioral performance of students. Its benefits include student motivation, students monitoring their own progress, and helping students feel more positive about their abilities. By setting specific and  positive goals, students’ understanding of what they are to do increases and the likelihood that they will engage in the desired behavior increases.  Goals can be set either independently or in cooperation with the teacher.

A general outline of the steps to teach for goal-setting include: (1) Assessing strengths and needs, (2) Selecting clear, specific goals, (3) Identifying the people who can help achieve goals, (4) Identifying activities or steps needed to achieve goals, (5) Identifying possible obstacles that may interfere, (6) Developing and implementing a plan of action, and (7) Monitoring goal attainment.

3.        Self-Monitoring

One of the most popular self-management strategies is self-monitoring. Self-monitoring involves students observing whether a target behavior has occurred and then recording its occurrence. This strategy has been used to change behavior and increase academic productivity.  Key considerations in self-monitoring are that the procedures are easy to use, portable, inexpensive and obtrusive enough that they remind the student to self-monitor.

4.        Self-Evaluation

Often times it is impossible for a teacher to provide immediate feedback to every student in the class. In self-evaluation, students provide themselves with immediate feedback as they are monitoring academic or social goals. A major benefit of this process is that the probability of practicing incorrect or inappropriate behavior or responses is reduced. This is a logical next step after teaching goal setting and self-monitoring.

5.        Self-Reinforcement

Self-reinforcement refers to students reinforcing their own behavior immediately. Several researchers have argued that self-reinforcement can be just as effective as teacher-delivered reinforcement. Examples of reinforcers that students can use include self-generated verbal statements (“Nice job, Laurel. You got all the answers correct.”), immediately tangible reinforcers (e.g., stickers, pencils, erasers), or marks on a self-recording that can be exchanged at a later time for a reinforcer (e.g., 7 marks equals 1 pencil, 10 marks equals 10 minutes of free time). As with the other management strategies, it is important that the teacher directly and specifically teach students how to use the strategy. 

References
   
Agran, M. (1997). Student directed learning: Teaching self-determination skills. Pacific
Grove, CA: Brooks/Cole Publishing Company. 

Doll, B. & Sands, D.J. ((1998). Student involvement in goal setting and decision making:
Foundations for effective instruction. In M. Wehmeyer & D. Sands (Eds.). Making it happen: Student involvement in education planning, decision making and instruction (pp. 45-74). Baltimore: Paul H. Brookes.

Hughes, C., & Presley, J.A. (1998). Self-management and self-instruction. In M.L.
Wehmeyer & D.J. Sands (Eds.)  Making it happen: Student involvement in education planning, decision making, and instruction (pp. 329-354). Baltimore: Paul H. Brookes Publishing Co.

McDonnell, J., Mathot-Buckner, C., & Ferguson, B. (1996). Transition programs for students
with moderate/severe disabilities. Pacific Grove, CA: Brooks/Cole Publishing Company.
       
Meese, L. (1994). Teaching learners with mild disabilities: Integrating research and
practice. Pacific Grove, CA: Brooks/Cole Publishing Company. 

Wehmeyer, M.L., Agran, M., & Hughes, C. (1998). Teaching self-determination to students
with disabilities: Basic skills for successful transition. Baltimore: Paul H. Brookes Publishing Co.