Self Management Strategies For Positive Behavioral Interventions

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Self-Management Strategies for Positive Behavioral Interventions Self-management strategies give students the opportunity to become independent and self-sufficient. These positive behavioral intervention strategies provide students the ability to manage their own behaviors. Students use self-management strategies of recording and graphing behaviors to monitor their behaviors and evaluate their progress in the classroom. Students that struggle with self-management skills range from ages of preschool to adulthood and they are in the special education, regular education, and community settings (Ganz, 2008). Self-management strategies have been used successfully with students with a variety of disabilities: autism, cognitive impairments, learning disabilities, attention deficit hyperactivity disorder according to Ganz (2008) mental retardation and emotional behavioral disability reported by Niesyn (2009). According to Hughes, Copeland, & Agran (2002) self-management strategies can easily be adapted for a variety of academic and social behaviors and strategies can be designed to be simple, nonintrusive, and readily taught. Self-management strategies including: self-monitoring, self-evaluation, self-instructions, goal setting, and strategy instruction and self-reinforcement. Self-monitoring provides students the opportunity to learn the procedures for observing, evaluating, and recording their own behavior during specific times (Landrum 2003). In self-monitoring the
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