Components of Self-Management
Self-evaluation occurs when students compare their self-recorded data to a set standard. This may include comparing answers to an answer key, self-correcting of spelling words, plotting test scores on a graph, etc. In other words, the student determines if he or she achieved the selected goals for the class period, school day, week, or other time period. For example, if a student’s goal is to remain on-task for 10 minute periods, he or she would, at the end of each 10 minute interval, reflect on whether this goal was achieved, and use self-recording to record either “Yes” or “No” on a chart.
Teaching students to use self-evaluation requires an instructor to teach students to discriminate between the inappropriate and appropriate behaviors.
Coming up next:
The big payoff! Self-Reinforcement
References / Resources
Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Columbus, OH: Merrill Prentice Hall.
Goldiamond, I. (1976). Self-reinforcement. Journal of Applied Behavior Analysis 9(4), 509-514.
Koegel, R. L., Koegel, L. K., & Surratt,A. (1992). Language intervention and disruptive behavior in children with autism. Journal of Autism and Developmental Disorders, 22, 141-152.