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Teaching Self-Management Skills

Self-management, or the ability to regulate one's own behavior, has been taught through a variety of techniques including self-recording, self-evaluation, and self-reinforcement (e.g., Hughes & Hendrickson, in press; Kneedler & Hallahan, 1981; Rhode, Morgan, & Young, 1983). By selfrecording, the students count and make formal notes of their own behaviors. Using self-evaluation, they make a judgment about the quality of their performance based on established criteria. When, contingent upon a specified level of performance, they select and administer rewards, they are using self-reinforcement. It seems natural that these techniques would be used in combination to strengthen their effects, yet a review of the literature revealed no reports of their combined use (Hughes & Ruhl, 1985). Consequently, it was decided that a system for teaching mildly handicapped elementary age students to use all three strategies was needed. The ideal system would be one using a direct instruction procedure in a behavior easily recognized by students (i.e.,