!

Overview of Self-Management
Strategies and their Effective use for
Individuals with Developmental
Disabilities and Autism Spectrum
Disorders in School, Employment,
and Community Settings
Keith Storey, Ph.D.
Touro University
Keith.storey@tu.edu
3 Key Points of Self-Management
1. Gives power to the person
2. Increases generalization
Behaviors
Times
People
Settings
3. Very flexible
What is Self-Management?
! Giving the person more control over their own
life
! Control is given through teaching the person
skills
! Giving the person specific strategies to
control or modify their own behavior
! The terms self-regulation and self-control are
often used interchangeably with self-
management.
Self-management ideally involves:
! Recognizing ones own problem
! Translating problems into behaviors to be
changed
! Finding natural contingencies or contriving
them to support change
! Arranging the contingencies for change to
occur
Published Cases of Successful Self-
Modification (From Watson & Tharp, 2007)
! Increasing creative productivity (Herren, 1989).
! Improving study habits (Richards, 1976)
! Controlling weight (Mahoney, Moura, &Wade, 1973)
! Handling anxiety in social situations (Rehm &
Marston, 1968)
! Controlling nervous habits such as scratching, nail
biting, and hair pulling (Perkins & Perkins, 1976;
Watson, Tharp, & Krisberg, 1972)
! Overcoming depression (Hamilton & Waldman, 1983;
Tharp, Watson, & Kaya, 1974)
! Eliminating teeth grinding (Pawlicki & Galotti, 1978)
! Speaking up in class (Barrera & Glasgow, 1976)
! Exercising (Kau & Fisher, 1974)
Advantages to Self-Management
! Involve the person in their own behavior
change
! Instead of always doing something to
somebody you are helping them to do
something independently and thus working
with them
! For people with disabilities often the choices
of what to do, where to go, who to be friends
with is taken away This gives back the
control
Advantages to Self-Management
! Generalization of the behavior change can be
enhanced likely to use self management
strategy in multi settings
! Example Cleaning dining tables using a
checking-off job tasks list can use same
strategy for cleaning the kitchen area
! Avoid Learned Helplessness
! Less dependant on job coaches or other
support providers
Advantages of Self-Management
! Disadvantages of externally controlled
procedures may be reduced such as:

! Performing behavior only in presence of those
who administer consequences
! Teachers and others often miss a great deal of
behavior when applying reinforcement or
punishment
Advantages of Self-Management
! Self-management procedures are effective
with people with all types of disabilities
! People with very severe disabilities can learn
to use self-management procedures
effectively (Browder & Shapiro, 1985)
! Self-management procedures can and should
be adapted to meet the individual needs of
the person not based on disability type
Disadvantages to Self-Management
! Could be stigmatizing to the person using the
procedure

! May be time consuming up front teaching the
self-management skills
Components of Self-Management
! Self-management broadly refers to all processes
used by an individual to influence her or her behavior
(Browder & Shapiro, 1985)
! Self management techniques
! Antecedent cue regulation devices
! Self-monitoring
! Self-determined consequences
! Self-punishment
! Combination of techniques
! Usually is part of an instructional package not
isolated
Self Management Techniques
! Antecedent cue regulation devices:
! Use of prompts and operations that lead the
user to the correct response
! ACR can be used to lead a person to perform
every stop within a task analysis
! To perform an entire task
! To perform a series of tasks in the correct
order over a longer period of time
! Checklists arranged in order of task
! Modified clock face task symbol in place of time
! Auditory prompts - Micro cassette tape or MP3 players
Self Monitoring Cards
Visual Schedule
This is too hard
What do I do?
I raise my hand
and ask for help
That was easier
I am so glad
I asked for help
Antecedent cue regulation
Breathe out through
the mouth
Breathe in
through the nose
Repeat deep
breaths 3 times
Antecedent Cue Regulation
Self-management techniques
! Self-monitoring
! Involves procedures that help a person to
identify a specific response
! Detects whether the response in question has
occurred
! Make some record of the response
! Charts and checklists tasks over a number of
times
! Manual counters golf beads
! Timers time spent on tasks
Self-management techniques
! Self-monitoring (continued)
! the use of a cell phone, personal digital
assistant (PDA) or other electronic device in
which cues are programmed (such as a cell
phone being programmed to give a signal and
say time to go to lunch at noon and then
signal and say time to get back to work at
12:30).
MONDAY PUT PLUS MARK WHEN CHECKED
1. Look in mirror after eating lunch.
1. Check face, mustache, shirt, and tie for
food.
1. If there is food on face or mustache, wet
washcloth.
1. Use wet washcloth to wash all food off
face and/or mustache.
1. Brush any crumbs off short and tie.



Self-management tool
Rules
1. I complete my work as best as I can.
2. I am quiet and kept my hands and feet to
myself.
3. I am on-task during instruction and quietly
get another activity if I finish my work.

Ratings: 1. Lady bug, 2. Wasp, 3. Funnel Web
Spider
Ratings
1. LadyBug: I followed the rules 100% during this
period!


2. Moth: I did not follow the rules for the entire time, I followed the
rules 80% of the time but no serious infractions.





3. Funnel Web Spider: I broke one or more rules and engaged in a
high level of disruption (On-task only 60% of the time).

Example of Self-Recording System
Example of Self-Recording System
Date: ________
Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7
Y N Y N Y N Y N Y N Y N Y N
When I am upset, I will use a self-calming strategy with help
from my teacher
Y N Y N Y N Y N Y N Y N Y N
When angry, I will follow the steps to express anger, with help
from my teachers
Y N Y N Y N Y N Y N Y N Y N
I will complete my assigned work
Y N Y N Y N Y N Y N Y N Y N
I will work only on assigned work
Y N Y N Y N Y N Y N Y N Y N
I will cooperate and follow directions
Teacher
Initial:
Teacher: Student:
Total Y:_____
Total N:_____
Point Balance:_____
Today I earned _______ points!
Examples of Self-Recording System
When the timer sounds, place a + beside the number if you were on-task and a 0 beside the
number if you were not on-task.
Monday Tuesday Wednesday Thursday Friday
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
10 10 10 10 10
Self Monitoring Cards
Self Monitoring Cards
Self-management techniques
! Self-determined consequences
! Self-Delivery of coins or tokens take tokens
upon completion of task and exchange for an
item or activity that the person values
! Analysis of performance records learn to
view the data in light of reinforcing value
! Self-recruited feedback submit self-
monitored record to supervisor
Self-punishment
! Rarely used because reinforcement
techniques are usually viable alternatives
! Less likely to evoke undesirable side effects
! Rubber band on wrist
! Response cost
General Self-Management Steps
(Koegel, Koegel, & Park, 1992)
! Getting Ready
! Teaching Self-Management
! Creating Independence
General Self-Management Steps
(Koegel, Koegel, & Park, 1992)
! Getting Ready
! Define behaviors
! Measure behaviors
! Choose a reinforcer
! Select an initial goal
! Teaching Self-Management
! Get materials
! Identify the behavior
! Record the behavior
! Reinforce self-management

General Self-Management Steps
(Koegel, Koegel, & Park, 1992)
! Creating independence
! Increase amount of time your student self-
manages behavior
! Fade your students reliance on prompts
! Increase the number of responses necessary for
a reward
! Fade the presence of the treatment provider
Implications for Instruction
! Include a self-management from the start if
warranted
! Instituted after fading of instructional
procedures
! Environment must be considered
! Device (e.g.,checklist, ipod, picture board etc.)
should not draw undue negative attention
! Looking at what devices are currently being
used for persons without disabilities and
modify as needed

Self -Instruction
! With self-instruction a student can learn to give
themselves instructions rather than waiting for
instructions from the teacher
! For visual learners, incorporating visual prompts
of the instructions can be beneficial
Sample of Teaching Procedure for
Self-Instructions
! Teacher performs task while talking
aloud
! The student performs task given the
teachers instructions
! Student performs task while instructing
himself/herself aloud
! Student performs task while whispering
the instructions
! Student performs task while saying the
instructions to himself/herself
Using Auditory Prompts as a Support System
in Work and Community Environments
from Post & Storey (2002)
What are auditory prompts?
! Auditory prompts consist of verbal
commands using single word or multiple
word phrases to encourage and guide an
individual to complete a task.
Using Auditory Prompts as a Support System
in Work and Community Environments
from Post & Storey (2002)
How are recorded auditory prompts used?
! Recorded auditory prompt systems can be used to
transfer instruction onto a portable electronic device
(MP3, smart phone, ipod, ipad, etc.) and used as a
teaching tool to:
! support the teaching of a new skill,
! provide on going reinforcement to make the
learned skill permanent
! maintain focus on task and filter out some auditory
distractions
! provide independence from constant direct
supervision
Using Auditory Prompts as a Support System
in Work and Community Environments
from Post & Storey (2002)
How is a recorded auditory prompt system used?
! Auditory prompts are recorded on an electronic
device and listened to through attached
headphones:
! The recording device should be portable enough to
be easily worn without interfering with the work task
! The spacing and delivery of prompts are tailored to
the work pace, skill level, and specific support
needs of the individual
Using Auditory Prompts as a Support System
in Work and Community Environments
from Post & Storey (2002)
What kinds of prompts are used in an auditory prompt
system?
! An auditory prompt system may involve:
! the recording of step by step instructions for completing a
specific task
! a recording of phrases that compliment performance and /or
encourage continuation of work
! a recording of questions directing self-evaluation of work
performance
! a recording of selected music embedded with intermittent
prompts that deliver positive reinforcement or instructional
guidance
! An audio recording paired with picture prompts
! a recording using a combination of the above
Visual paired with audio task analysis for handheld device.
(Davies et al.)
HOW TO DESIGN AN AUDITORY PROMPT
SYSTEM Step by Step Instructions
from Post & Storey (2002)
! Create a Task Analysis for the targeted task. This
analysis involves breaking down the targeted task into
small incremental teachable steps.
! Using understandable language, write these steps in
script form for recording.
! For the script reading, choose a familiar voice known to
produce a positive response from the student, or
experiment with various voices for clarity and positive
effect
! Record the step-by-step instructional prompts. Insert
necessary wait time needed to perform the task. The
spacing of prompts can be determined by observing the
students work pace. Spacing may need to be adjusted
once the student becomes comfortable with the system.
HOW TO DESIGN AN AUDITORY PROMPT
SYSTEM Step by Step Instructions
from Post & Storey (2002)
! One option is to insert prompts of encouragement, praise,
or evaluation within the wait time between instructional
prompts. Such prompts used might be You are doing a
fine job or Keep up the good work. An example of an
evaluation prompt for teaching the use of a clothes dryer
might be Are all the clothes in the dryer?
! A second or additional option is to embed recorded music
between instructional prompts. Studies using music had
the students select their favorite recordings or used
classical music or recordings that produced a calming
effect.
! Once the recording is ready, introduce the recorded
auditory prompt system by first demonstrating how to
physically operate the device with the headsets.
! After the above modeling, have the students practice
putting on the equipment.
HOW TO DESIGN AN AUDITORY PROMPT
SYSTEM Step by Step Instructions
from Post & Storey (2002)
! Determine that the students can operate the on/off
controls. For this step, a recording containing the
students favorite music could be used. If needed, make
modifications to the operation icons/controls, etc. Making
only the on/off controls available for pressing may be
necessary for some students. Modifications may include:
! Removing any fast forward controls to prevent
inadvertent pressing,
! Color-coding the on and off control for easier
reference,
! Using a remote switch carried in the participants
pocket that contained only an on/off option.
HOW TO DESIGN AN AUDITORY PROMPT
SYSTEM Step by Step Instructions
Taken from Post & Storey (2002)
! Once the student has demonstrated competence in the
use of the system, allow the student to independently use
the auditory prompt system. Closely monitoring the
student using the system may be necessary initially.
However, fading personal assistance can be managed
according to the support needs of the student.
! Many studies showed student being able to learn the
targeted task and no longer needing to use the prompt
system once the specific skill was learned. The prompt
system was then only reintroduced if the skill was to be
performed in a different setting. A few studies indicated
the need for continuous use of the auditory prompt
system to maintain the improved performance.
HOW TO DESIGN AN AUDITORY PROMPT
SYSTEM Step by Step Instructions
from Post & Storey (2002)
! Once the student has mastered the on/off operation, have
the students practice removing the equipment.
! Now instruct the students to independently put on the
recording device and headset. Introduce the recorded
script containing the task analysis.
! Have the students press the on control, listen to the first
step, then turn off the device and perform the step.
! If the student has difficulty performing the task, ask the
student to repeat the recorded instructions out loud, then
perform the step.
! If there is still confusion, model the performance of the
step for the student, or give enough assistance necessary
to enable the student to perform the step. Continue in
this way until the student demonstrates accuracy in
performing the step.
Troubleshooting Tree
from Post, Montgomery, & Storey (2009)
Client Not
Performing Job
Task
Follows
direction But
forgets Steps
of Task
Follows
instructions and
completes task
but poor
accuracy and
quality
Follows and
remembers
directions but
becomes
distracted easily
and often
Does not follow
directions and does
not respond to oral
prompts of
reminders or
encouragement
appears disoriented
Develop task
analysis
Record step by
step
instructions
Record
selected music
and insert self
evaluation
prompts
Recorded
selected music
and embed with
prompts of
encouragement
Explore Other
Options
The Use of Auditory Prompting Systems for
Increasing Independent Performance of Students
with Autism in Employment Training
The Use of Auditory Prompting Systems for
Increasing Independent Performance of Students
with Autism in Employment Training
Software Apps- Pictello
http://www.assistiveware.com/pictello.php

! Easy to use and requires no literacy skills to locate and read stories.
Pictello offers an easy visual story creation wizard .
! An advanced editor gives full control of the editing capabilities.
USES
! Social stories to teach skills or to recall events.
! Talking books.
! Teaching narrative skills as part of a literacy or language skills
curriculum.
! Schedules, Task instructions, etc.
! Includes voices which can be swapped at no costs for British
voices that can be downloaded through WiFi by Pictello.
! Pictello does not require an active Internet connection for story
creation or playback.
! A universal version that will also support the iPad is in
development as are localized versions in other languages. These
will be free upgrades.
Each page in a Pictello can contain a picture, up to five lines of text,
and a recorded sound or text-to-speech using high-quality voices.
Stories can be shared using iTunes File Sharing or via WiFi with other
Pictello users through a free account on the Pictello Sharing Server.

Proloquo Software AAC device
www. http://www.proloquo2go.com

Create stories, messages, and edit text.
References
Alberto, P. A., Sharpton, W. R., Briggs, A., & Stright, M. (1986). Facilitating task
acquisition through the use of a self-operated auditory prompting system. Journal
of the Association for Persons with Severe Handicaps, 11, 8591.
Briggs, A., Alberto, P., Sharpton, W., Berlin, K., McKinley, C., & Ritts, C. (1990).
Generalized use of a self-operated audio prompt system. Education and Training
in Mental Retardation, 25, 3950.
Browder, D. M., & Shapiro, E. S. (1985). Applications of self-management to
individuals with severe handicaps: A review. Journal of the Association for
Persons with Severe Handicaps, 10, 200-208.
Davies, D., Stock, S. & Wehmeyer, M. (2002). Enhancing independent task
performance for individuals with mental retardation through use of a handheld
self-directed visual and audio prompting system. Education and Training in
Mental Retardation and Developmental Disabilities 37, 209-218.
Davis, C. A., Brady, M. P., Willliams, R. E., & Burta, M. (1992). The effect of self-
operated auditory prompting tapes on the performance fluency of persons with
severe mental retardation. Education and Training in Mental Retardation, 27,
3950.

Koegel, L. K., Koegel, R. L., & Parks, D. R. (1992). How to teach self-management to
people with severe disabilities: A training manual. Santa Barbara, CA:
University of California, Santa Barbara.
Montgomery, J., Storey, K., Post, M., & Lemly, J. (2011). The use of auditory
prompting systems for increasing independent performance of students with autism in
employment training. International Journal of Rehabilitation Research, 34, 330
335.
Post, M., Montgomery, J., & Storey, K. (2009). A decision tree for the use of auditory
prompting strategies. Journal of Vocational Rehabilitation, 31, 51-54.
Post, M., & Storey, K. (2002). Review of using auditory prompting systems for persons
who have moderate to severe disabilities. Education and Training in Mental
Retardation and Developmental Disabilities, 37, 317-327.
Post, M., Storey, K., & Karabin, M. (2002). Cool headphone for effective prompts:
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Exceptional Children, 34(3), 60-65.
Sarafino, E. P. (2011). Self-management: Using behavioral and cognitive principles to
manage your life. Hoboken, NJ: Wiley.



Storey, K., & Post, M. (2012). Positive behavior supports in classrooms and schools:
Effective and practical strategies for teachers and other service providers.
Springfield, IL: Charles C. Thomas Publisher, Inc.
Tollison, P. K., Synatschk, K. O., & Logan, G. (2011). Self-regulation for kids K-
12: Strategies for calming minds and behavior. Austin, TX: Pro-Ed.
Trask-Tyler, S. A., Grossi, T. A., & Heward, W. L. (1994). Teaching young adults with
developmental disabilities and visual impairments to use tape-recorded recipes:
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Vohs, K. D., & Baumeister, R. F. (2010). Handbook of self-regulation: Research,
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