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Self-management is a type of behavior modification strategy that helps a student learn how to manage his own behavior instead of depending on factors such as rewards and punishments from an external source such as a teacher. A student learns to be responsible for his own behavior, which increases the likelihood that desired behaviors will continue over time, because the student feels a sense of empowerment and control. Behavior management is similar to behavior modification. It is a less intensive version of behavior therapy. In behavior modification the focus is on changing behavior, while in behavior management the focus is on maintaining order. Behavior management skills are of particular importance to teachers in the educational system. Behavior management include all of the actions and conscious inactions to enhance the probability people, individually and in groups, choose behaviors which are personally fulfilling, productive, and socially acceptable.[1] There is a great deal of research related to "behavior change" and "behavior management". B.F. Skinner and Carl Rogers have given two distinctly different approaches for addressing behavior. Skinner's approach says that any one can manipulate behavior by first identifying what the individual finds rewarding. Once the rewards of an individual are known, then those rewards can be selected that the manager is willing to give in exchange for good behavior. Skinner calls this "Positive Reinforcement Psychology". Rogers proposes that in order to effectively address behavior problems, individual must be persuaded to want to behave appropriately. This is done by teaching the individual the difference between right and wrong including why he or she should do what is right. Rogers believes that the individual must have an internal awareness of right and wrong.
In general behavior management strategies have been very effective in reducing classroom disruption.[3] In addition, recent efforts have focused on incorporating principles of functional assessment into the process.[4] While such programs can come from a variety of behavioral change theories, the most common practices rely on the use of applied behavior analysis principles such as positive reinforcement and mild punishments (such as response cost and child time-out). Behavioral practices such as differential reinforcement are commonly used.[5] Sometimes, these are delivered in a token economy or a level system.[6] In general the reward component is considered effective. For example, Cotton (1988) reviewed 37 studies on tokens, praise and other reward systems and found them to be highly effective in managing student classroom behavior.[7] The most comprehensive review of token procedures to match to children's level of behavioral severity was Walker's text "The acting out child."[8]
Significance
The purpose of self-management of a child's behavior is to increase a positive behavior or decrease a problem behavior by teaching the child how to take responsibility for his
actions. According to Lehigh University in Bethlehem, Pennsylvania, techniques for selfmanagement of behavior teach the student to be the agent of change instead of being overdependent on a teacher or other adult to approve or correct his behavior.
Applications
Techniques for self-management are most useful to individual students to help improve classroom behaviors such as focusing on educational tasks, according to Special Connections. Sevier County Special Education in Tennessee suggests that techniques for self-management can help a student function independently and mind his own behavior when a teacher or other adult is absent.
Types
Self-management of behavior involves internal and external strategies that aid a student in shaping a certain behavior, according to Special Connections, a website for educators. Selfinstruction involves a student verbally telling himself to perform a certain behavior. Selfmonitoring is a student's conscious mental effort to be aware of his behavior. Selfevaluation involves a student comparing his performance against a set of criteria such as his goals for self-management. Self-reinforcement is a student rewarding himself for a desired behavior or punishing himself for failing to achieve a desired behavior. Both selfmonitoring and self-evaluation can include the practice of self-graphing, in which a student creates a visual representation of his performance in the form of a bar graph or line graph.
Benefits
Allowing the child to be the control agent allows the teacher to focus on teaching instead of focusing on controlling the behavior of the student. Techniques for self-management give students and teachers a positive way to deal with punishment and thus reinforce behavioral management techniques that are educational and empowering, according to Special Connections.
Potential
Techniques for self-management can apply to students of varying ability and varying age, according to Lehigh University. Self-management techniques can help a student improve his interaction with his peers, improve his academic performance and reduce his problem behaviors, while increasing the likelihood of appropriate behaviors.