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Self-Management Activities

Staying in Area Example:

1. Behavior to be taught? Staying in area or center

2. What is goal? Student will stay in area for 15 minutes and will leave no more than1 time.

3. How to record? Student and teacher will each keep a card and check the numberof times student leaves area during 15 minutes.

4. How will consequences be delivered? Token reinforcement with a choice ofreward.

5. How will adults monitor or manage plan? Teacher will use cards to compare forself-reflection.

Cleaning Up Example:

1. Behavior to be taught? Picking up toys after center time.

2. What is goal? To pick up toys when given 1 teacher direction.

3. How to record? Teacher and student recording, daily after centers. Teacher andstudent will use simple cross-box to cross off number of days student reachesgoal.

4. How will consequences be delivered? Student and teacher will determine goal foreach week. Privilege or reward will be given during the day goal was reachedand at the end of the week if criteria is reached. Student will start with 1-2 daysof success and increase to 5 days for success.

5. How will adults monitor or manage plan? Teacher and student to review dailyand weekly progress.

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Work Completion Example:

1. Behavior to be taught? Increase work completion.

2. What is goal? Student will complete 25% of assignment during individual worktime. (Check task difficulty and that student understands how to start task anddoes not actually need help.)

3. How to record? Student will graph the percentage of problems completed onassignments and will check in with teacher daily.

4. How will consequences be delivered? Response cost or reward based onmeeting specified criteria daily and weekly.

5. How will adults monitor or manage plan? Student and teacher will review graphdaily and plan weekly.

Independence Example:

1. Behavior to be taught? Task initiation. Adult and peers will model behavior,visual prompt on desk

2. What is goal? Student will start activity before asking for help. (Check for taskdifficulty and that student understands how to start task and does not actuallyneed help.)

3. How to record? Using a daily visual schedule, student will deliver a + if startedbefore asking for help or - if asked for help before starting.

4. How will consequences be delivered? Student and teacher will agree on dailycriteria and reward or response cost will be delivered based on success towardsdaily and weekly goal.

5. How will adults monitor or manage plan? Teacher and student will use scheduleto review and reflect on daily and weekly success.

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Independence Example:

1. Behavior to be taught? Seeking adult attention appropriately. Adult models andshapes using direct teaching and peers.

2. What is goal? Student will ask teacher for help by raising hand and wait forteacher to respond.

3. How to record? Student will record number of times student raised hand for helpduring day or interval.

4. How will consequences be delivered? Adults will respond and praiseimmediately contingent on raising hand. Teacher and student will agree on dailyand weekly criteria for success. Reward and response cost based on meetingdaily and weekly criteria.

5. How will adults monitor or manage plan? Teacher and student will use recordingfor reflection and review.

Selective Mutism Example:

1. Behavior to be taught? Speak to one specified adult in an audible voice atschool. Use behavioral shaping strategies.

2. What is goal? Increase speech and decrease use of escape behaviors whenrequested to speak. Make student more comfortable speaking in school settings.

3. How to record? Student will use tally marks or Popsicle sticks to record numberof times student speaks to teacher during school. Bonus for speaking to anyoneelse.

4. How will consequences be delivered? Based on criteria, student will earn rewardor privilege for meeting criteria.

5. How will adults monitor or manage plan? Adults will follow same plan and usecriteria to reflect with student. Will expand to other adults and peers based onsuccess and comfort.