Self Management Strategies Paper

Patton, Jolivette, Ramsey 2006: Students With Emotional and Behavioral Disorders Can Manage Their Own Behavior

Self-management can be an effective method for students with emotional and behavioral disorders to use in order to promote success in the classroom. If effective behavior management strategies are not in place, many teachers spend time focused on managing their students’ behavior, rather than focusing on academic instruction. If self-management strategies are successfully implemented by students, they will feel more in control and teachers will be able to focus on providing explicit instruction. Self-management strategies allow students to take ownership of their behavior, involve them in the process of deciding whether their behavior

The strategies presented in this article can help special education teachers provide students with autism and other disabilities access to the general education curriculum.

Teacher directed strategies involve Universal Design for Learning. Using UDL facilitates access to the general education curriculum for students at many different ability levels. The textbook assigned in SPED 408 describes the concept of UDL as new curricular materials and learning technologies that are designed to be flexible enough to accommodate the learning styles of a wide range of individuals, including children with disabilities. As a future educator, I realize that it is important for a teacher to use the UDL concept to promote success for all students. Peers can also help students with autism access the general education curriculum. These supports allow students with ASD to learn from their same-age peers, increase social interactions, decrease challenging behavior, and promote functional skills. Students with ASD can also self-direct their learning and promote their own access to the general education curriculum. Students can be taught specific strategies to use when learning new content, promoting independence and increasing self-confidence. These strategies

Students with learning disabilities need to have consistent and reliable support, and a set of small, personalized notecards for each student would be very reasonable to accomplish. This would provide the structured support they need without depending on others as much to complete tasks for them.

Harlacher, Roberts, Merrell 2006: Classwide Interventions for Students With ADHD A Summary of Teacher Options Beneficial for the Whole Class

Classwide interventions are perhaps a viable alternative to the highly individualized interventions typically recommended for students with ADHD- they are more cost-effective and efficient because their use may benefit the performance of all students in the class. These interventions are organized in two categories: academic and behavioral. Academic classwide interventions can include classwide peer tutoring, instructional modification, and computer assisted instruction. These interventions help students access the academic support they need, but a great deal of teacher effort and must be put into planning. Behavioral classwide interventions include contingency management, therapy balls, self-monitoring, peer monitoring, and instructional choice. These interventions promote interactions, are adaptive, and can help all students become more aware of their