Let us consider those students who have learning and attention disabilities. Many of these students lack self-management skills necessary to complete their academic responsibilities. These students cannot solve problems and make decision which affects their performance with not only school responsibilities but also home. They have deficits in one or more of the three components of self-managements as defined by E.S. Shapiro (Shapiro, 1989). Strategies involving self –monitoring, self-evaluation and self-reinforcement are all necessary for balancing the many home and school responsibilities. Unfortunately, educators often infer students develop these strategies and with the increase in the demand for academic performance, there is not
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Students need a degree of “buy-in”. Therefore, educators must teach strategies that rely heavily on self-reinforcement. Self-monitoring is the most basic step to managing ones behaviors.
According to Lisa Rafferty, there are eight steps to implementing self-monitoring behaviors in the classroom (Rafferty, 2010). The first step is identifying the target behavior and expressing it in a positive manner. Rather than working the target behavior as decreasing off-task behaviors, the educator should identify the target behavior as increasing on-task behaviors.
The second step is operationally defining the target behavior. When completing this step, the educator defines in great detail what the behavior looks like as well as nonexamples. Because many determine on-task behaviors differently, this step is imperative as it sets the expectations for the students. These definitions are clear and specified to a particular …show more content…
al., six middle school students with mild to moderate learning disabilities monitored their task completion indicating on a task analysis using a “+” or “-“ by each task. The instructors gave examples of the task analysis as well as recording examples and paired this instruction with role-playing activities. This study showed an increase in task completion when the students monitored their behavior using a task analysis. There are a number of contingency-based approaches to self-management. One of the most frequently and easily implemented intervention for self-evaluation is outlined by Shapiro and Cole (1994). Educators can easily implement this intervention. In addition, the interobserver agreement is simple enough to include multiple teachers and paraprofessionals. This example involves increasing the target behavior of a student raising his hand and waiting for the teacher to call on him before asking a question or responding to a question asked by the teacher in a general education setting. The intervention considered the research of Moore, Anderson, Glassenbury, Lang, and Didden,
Students need a degree of “buy-in”. Therefore, educators must teach strategies that rely heavily on self-reinforcement. Self-monitoring is the most basic step to managing ones behaviors.
According to Lisa Rafferty, there are eight steps to implementing self-monitoring behaviors in the classroom (Rafferty, 2010). The first step is identifying the target behavior and expressing it in a positive manner. Rather than working the target behavior as decreasing off-task behaviors, the educator should identify the target behavior as increasing on-task behaviors.
The second step is operationally defining the target behavior. When completing this step, the educator defines in great detail what the behavior looks like as well as nonexamples. Because many determine on-task behaviors differently, this step is imperative as it sets the expectations for the students. These definitions are clear and specified to a particular …show more content…
al., six middle school students with mild to moderate learning disabilities monitored their task completion indicating on a task analysis using a “+” or “-“ by each task. The instructors gave examples of the task analysis as well as recording examples and paired this instruction with role-playing activities. This study showed an increase in task completion when the students monitored their behavior using a task analysis. There are a number of contingency-based approaches to self-management. One of the most frequently and easily implemented intervention for self-evaluation is outlined by Shapiro and Cole (1994). Educators can easily implement this intervention. In addition, the interobserver agreement is simple enough to include multiple teachers and paraprofessionals. This example involves increasing the target behavior of a student raising his hand and waiting for the teacher to call on him before asking a question or responding to a question asked by the teacher in a general education setting. The intervention considered the research of Moore, Anderson, Glassenbury, Lang, and Didden,