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Using Self-Management Strategies
to Increase the On-Task Behavior of a Student with Autism in
a General Education Classroom
Kevin Callahan and
Bertina Hildreth
University
of North Texas, USA
Self-management strategies, generally
consisting of four groups of interventions – including (a)
self-recording, (b) self-evaluation, (c) self-reinforcement,
and (d) self-instruction and goal setting – have been implemented
successfully in the remediation of a variety of problem behaviors
in school, home, and community settings, and across diverse populations
of students. However, relatively little research has targeted
the use of these strategies with students who have autism, and
even fewer studies have been conducted in general education classrooms
with this population.
With significant increases in inclusive programming occurring
throughout the United States, more students with low-incidence
disabilities are being educated in general education settings.
Consequently, there is a need for research-validated interventions
that teachers can easily implement to help ensure the successful
inclusion of these students. Because of its emphasis on promoting
academic and behavioral independence, self-management has been
identified as a promising intervention for use within inclusion
programs.
This presentation addresses a multiple-baseline design investigating
the effectiveness of using self-management strategies and reinforcement
to increase the on-task behaviors of a high-functioning second-grade
student with autism who was fully included in a general education
classroom. Results of data collected over 9 weeks indicated
that when self-management and reinforcement procedures were implemented,
rates of on-task behavior were significantly higher than during
baseline. Improvements in independent academic and behavioral
functioning were also noted. Implications for teaching and further
research will be discussed.
Keywords: self-management, autism,
inclusion, on-task behavior, academic interventions
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