Self-management strategies have been used for students with a wide range of academic and behavioral challenges, including students with ASD. Teaching self-management is a pivotal behavior for students to learn how to independently regulate their behavior across many situations. Although teachers and family members may initially play a major role in the implementation of the system, ultimately, the responsibility for ongoing use of the system should be passed to the student as much as possible. This material provides information about how to individualize a self-management system for a student with ASD. This will include the steps needed for a student to learn to discriminate between appropriate and inappropriate behaviors, monitor and record their own behaviors, and reward themselves for meeting a specified goal.
- Identify target behaviors that can be addressed using self-management systems
- Gain knowledge on the primary steps for developing a self-management system
- Identify the components for teaching the use of a self-management system
- Develop a self-management system to address a skill deficit or challenging behavior
Self-Management Systems for Students with ASD
Self-Management is one of only two of the evidence-based practices (EBP) identified in the 2020 Evidence-Based Practices report by NCAEP that crosses every domain and age level. By learning self-management techniques, individuals can become more self-directed and less dependent on continuous supervision. Instead of teaching situation specific behaviors, self-management teaches a general skill that can be used in an unlimited number of environments.
How can an evidence-based practice with this much promise be so underutilized when educating students with ASD? Most likely it is due to a lack of understanding of self-management, a belief that self-management can only be used with older students, or concern that it is too complex for some students.
There are five basic components to a self-management plan:
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