Self-Management Projects with Children with Behavioral Disabilities

Abstract

This report includes seven projects; each is concerned with one or more components of self-management. (1) A pupil was instructed to self-schedule, -correct and -chart. He was also allowed to specify his own contingencies. Throughout the study data were obtained regarding his performance in several academic subjects. (2) Data were obtained in math and reading. During some periods the teacher selected which subject should be initially scheduled; at other times the pupil selected the order. Data from the two conditions were compared. (3) Data were gathered with self-scheduling as a contingency: a pupil worked in a phonics program during conditions when (a) the teacher scheduled the subjects and (b) the pupil could earn the privilege of scheduling. (4) and (5) involved self-recording of troublesome behaviors. During the first condition of these projects the teacher recorded the behaviors, while during the second condition the pupils recorded their own behaviors. Data between conditions were compared. (6) The self-specification of contingencies was assessed. During certain conditions the teacher specified the contingencies; whereas this responsibility was assumed by the pupil at other times. The data from the two conditions were compared. (7) A group of students were taught to self-correct, -count, -time, -chart, and -evaluate. Throughout the project data were kept regarding their performances in reading.

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