|
| School-Based Self-Management Programs: Principles and Generalized Outcomes |
| Friday, November 30, 2001 |
| 2:00 PM–2:50 PM |
| Cloister of the Cypress Hall |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: K. Richard Young (Brigham Young University) |
| Abstract: . |
| |
| Guiding Principles for School-Based Self-Management Programs |
| RICHARD P. WEST (Utah State University), Sherri West (Behavioral and Educational Training Associates) |
| Abstract: There are several important principles and concepts that form the basis for our successful school-based self-management programs. Participants will be introduced to a behavior change model, based on these principles, that can be applied by both external agents (e.g., teachers, school psychologist) or by an individual his or her self. We have conducted several self-management studies with different school populations, indifferent settings, and with different problems. Each of these studies has been based on the same principles and concepts. This presentation will discuss the foundation of all of these programs. Our format begins with establishing performance standards for the particular behavior and individual for whom the program is designed. A self-monitoring process is established and taught followed by self-evaluation. A key to self-evaluation and to reinforcement (another important principle) is the matching process. These principles will be discussed, examples presented, and applications shared. |
| |
| Adapting Self-Management Programs for Classwide Use: Acceptability, Feasibility, and Effectiveness |
| KATHERINE J. MITCHEM (West Virginia University), Timothy Mitchem (West Virginia University), Julieann Benyo (West Virginia University) |
| Abstract: The time-saving features of self-management as well as its demonstrated effectiveness at improving behavior make it an appealing strategy to promote inclusion of students with disabilities. This paper reports the results of a two-part study. We first reviewed the literature on acceptability and feasibility studies of programs to improve behavior to identify variables related to adoption and sustained use. Seven studies using self-management procedures on a class wide basis were reviewed and used to develop a class wide peer-assisted self- management program (CWPASM). We then report data on the implementation and evaluation of CWPASM based on its feasibility, acceptability, and effects on classroom behavior. Present findings indicate that: (a) after training, the teacher and students were able to implement the procedures with a high degree of accuracy; (b) the teacher and students found it acceptable and effective at improving behavior; and © the teacher continued to use CWPASM procedures in subsequent school years. In addition, we report data on the time and resources required to train and implement CWPASM and the CWPASM effects on whole group and targeted students' on-task behavior are compared to those in a non-treatment classroom. Implications of these findings for practitioners and researchers will be discussed. |
| |
| School Applications of Self-Management: Training and Generalization |
| K. RICHARD YOUNG (Brigham Young University), Janet Young (Center for Improvement of Teacher Education and Schooling) |
| Abstract: This presentation will discuss studies that have used self-management strategies to improve both social and academic behavior. One of the studies used self- management with student with emotional and behavioral disorders. Training was conducted in a Special Education class and then generalized to regular classes. All six students in the study were successful in generalizing appropriate behavior to the non-training settings. A similar study was conducted with at-risk adolescents with the similar results. Self-management procedures were also used to improve homework and the generalized use of social skills. Data will be presented on these applications only with information on experimental designs, interobserver agreement data, and social validity results. Adaptations of the procedures to other populations and settings will be discussed. |
|
| |