Positively Autism May 2011 Newsletter

Here's the first in our series on Self-Management of Behavior.

May/June Topic: Self-Management of Behavior: http://positively-autism.blogspot.com/2011/05/mayjune-topic-self-management-of.html

Introduction to Self-Management: http://positively-autism.blogspot.com/2011/05/introduction-to-self-management.html

Components of Self-Management: Goal Setting: http://positively-autism.blogspot.com/2011/05/components-of-self-management-goal.html

Components of Self-Management: Self-Recording of Data: http://positively-autism.blogspot.com/2011/05/components-of-self-management-self.html

Components of Self-Management: Self-Evaluation: http://positively-autism.blogspot.com/2011/05/components-of-self-management-self_21.html

Components of Self-Management: Self-Reinforcement: http://positively-autism.blogspot.com/2011/05/components-of-self-management-self_24.html

New Free Download - Visual Support for Classroom Behavior: http://positively-autism.blogspot.com/2011_05_01_archive.html

May 2011 Positive Autism News: http://positively-autism.blogspot.com/2011/05/may-2011-positive-autism-news.html

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May 2011 Positive Autism News

A Day in the Life of a 5-Year-Old Music Prodigy with Autism
May 18, 2011
Wilton Patch
http://wilton.patch.com/articles/a-day-in-the-life-of-a-5-year-old-music-prodigy-with-autism

Marc to tell his inspiring tale to Swindon autism group
May 19,  2011
Swindon Advertiser
http://www.swindonadvertiser.co.uk/news/9037622.Raising_awareness_of_life_with_autism/

Autistic teenager praises her East Finchley school for achieving an autism accreditation
May 21, 2011
Newsquest Media Group
http://www.times-series.co.uk/news/9040854.Autistic_teen_praises_school_after_it_achieves_accreditation/

The world through autistic eyes: study says autistic people see symmetry better 
May 23, 2011‎
The Canadian Press ‎
http://www.google.com/hostednews/canadianpress/article/ALeqM5hTFw_vHWLD_yCR6b62Uu5rvYWWoA?docId=6928818

Deaf man with Asperger's starts non-profit to help those with autism find jobs
Autism Support Network
http://www.autismsupportnetwork.com/news/deaf-man-aspergers-starts-non-profit-help-those-autism-find-jobs-398839333#ixzz1N8tqDAHX

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New Free Download - Visual Support for Classroom Behavior

I created this visual support for a middle school student in an inclusive classroom who uses a token economy system to encourage on-task behavior. The visual support page can be edited/customized for your specific students. Complete instrucntions on how I used this sheet are provided on the first page of the document.

This visual support could be used in either a student (self)-managed or a teacher-managed token economy.

The visual support can be downloaded, edited, and printed on the following page of our site: http://www.positivelyautism.com/free/07visuals.html

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Components of Self-Management: Self-Reinforcement

Components of Self-Management
4: Self-Reinforcement

In general, self-reinforcement refers to an arrangement in which a student gives himself or herself a reinforcer (reward), contingent on a behavior (Adapted from Goldiamond, 1976). When using a token economy (or point system), the following steps may be used to increase student independence in self-reinforcement (based on Drabman, Spitalnik, & O’Leary, 1973 and Turkewitz, O’Leary, & Ironsmith, 1975 as cited in Alberto & Troutman, 2009).

1. Teachers (or other adults) initially award and record points and give reinforcers (rewards) to the students. Once the student is successful with this step, move to step 2.

2. Students record points on a chart as directed (awarded by) the teacher. In other words, the teacher tells the student when to mark a point on the chart or put a coin in the jar (whatever type of reward system you are using): “Good job working on your assignment, Jennifer! You can put one sticker on your chart.”

3. Students award points to themselves. Bonus points are earned for matching the teacher’s ratings. In other words, students determine whether they have met a certain criteria (such as a specified number of minutes on-task or a certain number of behaviors completed) and give themselves points accordingly. When enough points are earned, students give themselves a pre-established reward (such as taking a break to draw). Teachers are also keeping track of these points on their own charts, and the two are compared for accuracy.

4.Teacher matching is gradually faded out, and as they become more skilled in using the system, students independently rate and reward their own behavior.

References/Resources

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Prentice Hall.

Goldiamond, I. (1976). Self-reinforcement. Journal of Applied Behavior Analysis 9(4), 509-514.

Koegel, R. L., Koegel, L. K., & Surratt,A. (1992). Language intervention and disruptive behavior in children with autism. Journal of Autism and Developmental Disorders, 22, 141-152.

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Components of Self-Management: Self-Evaluation

Components of Self-Management

3: Self-Evaluation

Self-evaluation occurs when students compare their self-recorded data to a set standard. This may include comparing answers to an answer key, self-correcting of spelling words, plotting test scores on a graph, etc. In other words, the student determines if he or she achieved the selected goals for the class period, school day, week, or other time period. For example, if a student’s goal is to remain on-task for 10 minute periods, he or she would, at the end of each 10 minute interval, reflect on whether this goal was achieved, and use self-recording to record either “Yes” or “No” on a chart.

Teaching students to use self-evaluation requires an instructor to teach students to discriminate between the inappropriate and appropriate behaviors.

Coming up next:

The big payoff! Self-Reinforcement

References / Resources

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Prentice Hall.

Goldiamond, I. (1976). Self-reinforcement. Journal of Applied Behavior Analysis 9(4), 509-514.

Koegel, R. L., Koegel, L. K., & Surratt,A. (1992). Language intervention and disruptive behavior in children with autism. Journal of Autism and Developmental Disorders, 22, 141-152.

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Components of Self-Management: Self-Recording of Data

Components of Self-Management

2: Self-Recording of Data

Once goals are selected, students may be given the opportunity to make a record of their own behavior. Students may fill in a chart such as the one below to keep track of their behaviors. Self-recording may be used to track a behavior so that the student can be given a reinforcer (reward) based on the completion of certain behaviors.

For example, a student may write a checkmark on a chart for each 5 minutes he or she is on task working in class or place a plastic gold coin in a jar each time he or she responds to a peer’s question during lunch time. When a certain number of checkmarks or coins are earned, the student receives a reward, such as computer time. 

Even if rewards are not in place, sometimes the act of recoding alone can have a positive effect on behavior. Several research studies have suggested that student records of behavior are quite accurate when compared with teacher records of behavior. Some studies even indicate that inaccurate student records can have a positive effect on student behavior.

Before teaching students to record their own behavior, they must be aware of exactly what appropriate behavior they need to achieve. For example, identification of what on-task behavior looks like may be taught through observation and modeling of teacher and peer examples, role-play, and/or Social StoriesTM (http://www.thegraycenter.org/social-stories ).

Link to this data sheet: http://www.positivelyautism.com/downloads/selfrecordingsheet.doc

Teachers and parents using self-recording should utilize the following components:

•Selecting goals (a target behavior),

•Starting small. If a student has trouble staying on task, start with a small interval of time, such as getting a checkmark, sticker, or token every minute. As the student is successful with this, gradually increase the time to two minutes, then three, and so on. To determine which interval of time to start with, observe the student to see how long he or she is currently able to stay on task, and set your time interval either right at that time, or just slightly longer.

•Specifically define a target behavior to be monitored, The student needs to know exactly what the behavior “looks like” (what he or she is expected to do).

•Selecting a data collection/recording system (such as the above chart),

•Teaching the student to recognize the appropriate behavior in himself or herself, and

•Teaching the student to use the selected data collection system.



References / Resources

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Prentice Hall.

Goldiamond, I. (1976). Self-reinforcement. Journal of Applied Behavior Analysis 9(4), 509-514.

Koegel, R. L., Koegel, L. K., & Surratt,A. (1992). Language intervention and disruptive behavior in children with autism. Journal of Autism and Developmental Disorders, 22, 141-152.

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Components of Self-Management: Goal Setting

Components of Self-Management
1: Goal Setting

In many educational settings, teachers, speech therapists, ABA therapists, and other educators choose and set goals for their students. Students may also be active participants in the goals setting process, which may increase student academic performance. In a 2006 research study conducted by Gureasko-Moore, DuPaul, and White, students were asked to record the problems that they were having with classroom preparation behaviors (such as coming to class on time with the necessary materials). The students made a checklist of solutions to these problems and decided how many they would complete the first week. Improvements were made over the 4 weeks of the study.

When teaching goal-setting to students, there are several points to keep in mind:

•Goals should be specific.
•Goals should be challenging, but achievable.
•The attainment of goals, at least in the early stages of learning, should be immediate, rather than far-off.
•Teachers should provide feedback about success of goal achievement.
•Students may need specific instruction on how to set goals that may include modeling of teacher and peer examples and/or Social StoriesTM (http://www.thegraycenter.org/social-stories ).

Bottom line: when students are active participants in setting goals for themselves, it may increase the likelihood that they achieve their goals. It also may increase their independence in setting goals for themselves, a skill that they can continue to use after they leave the classroom.

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Introduction to Self-Management

Teaching students to manage and control their own behavior is a valuable life skill. According to Alberto and Troutman (2009), “the best person to manage a student’s behavior is the student” him or herself. Each student knows what type of reinforcement/reward he or she wants to earn (for completing school work or other appropriate behavior) better than anyone and is the only individual that will be part of his or her entire educational and life experience.

Mastery of self-management skills is essential for independent functioning. Therefore, it is important for individuals, whether they are on the autism spectrum or not, to learn to monitor, reinforce (reward), and maintain their own positive behavior. This type of behavioral intervention is known as self-management. Self-management may also be thought of as self-discipline or self-control, but it is more than simply a matter of keeping behavior “under control.”

In this issue of Positively Autism, we will describe how you can teach your children or students to use various elements of self-management including:
• Goal Setting
• Self-Recording of Data
• Self-Evaluation
• Self-Reinforcement

Additionally, in this issue you’ll learn about self-management as a part of pivotal response treatment (PRT). PRT is a “naturalistic child- and family-centered intervention that has been used to promote” social and communication skills in children with autism (Texas Autism Resource Guide for Effective Teaching, n.d.).

References

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Prentice Hall.


Texas Autism Resource Guide for Effective Teaching (n.d.). Retrieved August 22, 2010 from http://www.txautism.net/docs/Guide/Interventions/PRT.pdf

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May/June Topic: Self-Management of Behavior

“The content of most textbooks is perishable, but the tools of self-directedness serve one well over time.” – Albert Bandura

For May and June, Positively Autism will feature tips, articles, and resources for helping students manage their own behavior. This can include students learning strategies to help themselves (with little or no adult intervention) stay on-task during class, calm down in difficult situations, engage in social conversations, etc.

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