Professional Documents
Culture Documents
1992
Printed in the USA. All rights reserved.
Self-management procedures, such as self-monitoring, self-administering consequences, and self-instructing, are frequently taught to people with developmental disabilities. In this paper, research examining the use of selfmanagement procedures is reviewed and critiqued. Areas for future investigation are discussed.
Recently, people with developmental disabilities have been taught to manage their own behavior. Several advantages for the use of self-management
procedures have been suggested: (a) it offers the possibility of control over
behavior when the natural contingencies are too delayed, too improbable,
or too small to be effective (Malott, 1984); (b) learned behaviors may be
more likely to generalize and maintain in unsupervised or novel situations
(Agran & Martin, 1987; Baer, 1984; Fowler, 1984); (c) acting without constant direct supervision by others is valued by society and may help the
person to be viewed more positively (OLeary & Dubey, 1979; Whitman,
1990); and (d) people often prefer situations in which they have some control and opportunities for control may increase participation, reduce problem behaviors, and improve satisfaction without detriment to performance
(Bannerman, Sheldon, Sherman, & Harchik, 1990).
Browder and Shapiro (1985) and Agran and Martin (1987) reviewed
research examining the effects that occurred when people with developThe authors thank Donald M. Baer and Stephen B. Fawcett for their comments on an earlier version of this paper.
Requests for reprints should be sent to Alan E. Harchik, The May Center, 22 Blanchard
Boulevard, Braintree, MA 02184.
211
212
Procedures
Used
and self-administering
consequences.
When self-monitoring, one keeps a record of ones own behavior. When self-administering
consequences, one administers predetermined consequences contingent
upon ones own behavior. There are, of course, both conceptual and procedural differences between self-monitoring and self-administering consequences. In many studies, however, few differences appear in application.
For example, the products of self-monitoring (e.g., hash marks, marked
forms) are often traded for special items or privileges and, therefore, may
function as secondary reinforcers. In the studies reviewed, people were
taught to self-monitor and/or self-administer consequences (typically
Self-monitoring
Self-Management
213
When self-instructing, one makes directive verbal statements about ones own behavior. For example, Johnston, Whitman, and
Johnson (1980) taught children to state the specific steps required to solve
math problems. Content of the directive verbal statements addressed
general behaviors, such as go slowly or work faster (Moore, Agran, &
Fodor-Davis, 1989; Salend, Ellis, & Reynolds, 1989) or behaviors specific
to the task (e.g., Hughes & Petersen, 1989; Keogh, Faw, Whitman, & Reid,
1984; Rusch, Morgan, Martin, Riva, & Agran, 1985; Whitman, Spence, &
Maxwell, 1987). Statements specific to the task may be more effective in
improving performance on other similar tasks, whereas general statements
may be more effective for improving performance on subsequent tasks that
are not highly similar to the original task (Thackwray, Meyers, Schlesser,
& Cohen, 1985). Other types of directive statements have also been taught,
such as stating the task completed and next task required (Agran, FodorDavis, & Moore, 1986) and stating solutions to problems (Agran,
Salzberg, & Stowitschek, 1987; Hughes & Rusch, 1989; Rusch, McKee,
Chadsey-Rusch, & Renzaglia, 1988). Each study reviewed is also listed in
Table 1.
There are also several studes that appear to be closely related to the use
of self-instructions but that did not involve teaching the participants to
make directive statements. The procedures might be considered variations
of self-instructing because, like self-instructing, participant behavior that
preceded the occurrence of other targeted behavior was modified to effect
the probability of occurrence of the targeted behaviors. These procedures
included teaching participants to verbally state an aspect of the stimuli
(e.g., color) before sorting or typing (Wacker et al., 1988; Wacker &
Greenebaum, 1984), to repeat the supervisors instruction (Agran, FodorDavis, Moore, & Deer, 1989; Rusch, Martin, Lagomarcino, & White,
1987), to exhibit correspondence between their verbal statements and subsequent behavior (Crouch, Rusch, & Karlan, 1984) and to operate audiotaped instructions (Alberto, Sharpton, Briggs, & Stright, 1986).
214
Studies of Self-Monitoring
TABLE 1
and Self-Administering
Consequences
Participants
Disabilities
or Level of
Severity
Age of
Participants
Setting
moderate
x = 33
workshop
packaging,
photocopying
mild/moderate
26,53
work room
write number
on a chart
exercise
repetitions
mild/moderate
21-39
room at
workshop
Connis, 1979
mark a photo
change of
job tasks
moderate
21-24
work room
take a marble
assembly
task
mild
19-54
workshop
move beads on
a bracelet
academic
behavior
problems
3-7
classroom
Homer, Lahren,
Schwartz, ONeill,
& Hunter, 1979
take a token
assembly
task
severe
32
workshop
Lagomarcino &
Rusch, 1989
take a nickel
packaging
task
severe
19
work room
mark a form
domestic
tasks
mild/moderate
19-35
apartments
Mace, Shapiro,
West, Campbell,
& Altman. 1986
put ring on
a dowel
assembly,
packaging
severe
30-50
workshop
press counter,
write # and time
job tasks
moderate
18-20
restaurants
Matson &
Andrasik, 1982
take a token
SOCial
mild
25-43
McNally, Kompik,
& Sherman, 1984
take a token
capping and
boxing bottles
mild/moderate
mark tallies on
a card
conversation,
participation,
lace toucnes
mild/moderate
Form of SelfManagement
Behavior
Addressed
Ackerman &
Shapiro, 1984
press grocery
counter
packaging
Belfiore, Mace,
& Browder, 1989
put ring on a
dowel, mark form
Coleman &
Whitman, 1984
At completion of
tasks or when
behavior exhibited:
pelfOITWlCiZ
interactions
State
hospital
23-49
workshop
215
Self-Management
TABLE 1. Continued
Participants
Disabilities
or Level of
Severity
Age of
ParticiPants
Form of SelfManagement
Behavior
Addressed
press a counter
verbalizations
mild/moderate
12-17
residential
center
press a wrist
tongue
protrusions
moderate
21,28
workshop
counter
press counter
or switch
ask or answer
questions
mild
23
expl room
Shapiro &
Ackerman, 1983
press counter,
move marker
sorting pins
mild/moderate
19-49
workshop
Shapiro, Browder,
& DHuyvetters,
1984
put penny in
container
academic
performance
severe
6-10
classroom
Sowers, Verdi,
Bourbeau, &
Sheehan, 1985
mark a picture
change of
job tasks
moderate/
severe
18-21
cafeteria
Wehman, Schutz,
Bates,
Renzaglia, &
Karan, 1978
take a penny
assembly
tasks
mild/severe/
profound
18-34
workshop
Zegiob, Klukas,
& Junginger,
1978
tally on an
index card
nose/mouth
picking, head
shaking
mild/moderate
17-18
cottage,
classroom
Zohn &
Bornstein, 1976
tahyona
sheet
assembly
task
moderate
38-45
workshop
move pointer
academic
performance
severe
behavior
problems
classroom
Gardner, Glees,
& Cole, 1983
take a penny,
turn a card over
verbalizations
moderate
26
workshop
Gardner, Cole,
Beny, &
Nowinski, 1983
take a penny,
turn a card over
verbalizations
moderate
27,31
workshop
point to happy
orsadface
self-injury
(biting)
moderate
14
institution
Setting
When prompted:
216
TABLE 1. Continued
Participants
Disabilities
or Level of
Severity
Age of
ParticiPants
Setting
mild/moderate
lo,13
classroom
attending
to task
mild/moderate
severe
12-18
group home
write %
correct
academic
mild/moderate
7th9th
classroom
mark a card
stereotypies
autistic
9-14
classroom,
home,
community
Litrownik &
Freitas, 1980
put marble
in a tube
stringing
beads
moderate
15-21
work
cubicles
McCarl, Svobodny,
& Boare, 1991
mark a form
academic
on-task and
performance
mild/moderate
9-l 1
classroom
McLaughlin,
Burgess, &
Sackville-West,
1981
mark a form
academic
behavior
handicaps
10-12
classroom
Morrow &
Presswood, 1984
signing, describe
own behavior
stereotypies
moderate/
severe
15
classroom
Reese, Sherman,
& Sheldon, 1984
mark on a form
aggression,
yelling
mild/moderate
22-28
group home.
workshop
Rhode, Morgan,
& Young, 1983
write rating of
own behavior
appropriate
school behavior
mild/moderate
6-9
classroom
Robertson,
Simon, Pachman,
& Drabman, 1979
write rating of
own behavior
classroom
disruptions
moderate
5-11
classroom
Rudrud, Ziarnik,
& Colman, 1984
mark a form
tongue
protrusions
moderate
24
work center
Sainato, Strain,
Lefebvre, &
Rapp, 1990
mark happy/sad
faces
on-task
autistic
4-5
classroom
take a token
academic
on-task
moderate
6-9
classroom
Shapiro,
McGonigle, &
Ollendick, 1980
put a star on
a chart
academic
mild/moderate
7-12
classroom
Form of SelfManagement
Behavior
Addressed
Homer &
Brigham, 1979
mark on a
form
academic
on-task
Kapadia &
Fantuzzo, 1988
takeastar
Knapczak &
Livingston, 1973
grade
pXfOllKiIlC%
pelfOllKIIlCe
Self-Management
217
TABLE 1. Continued
Participants
Disabilities
or Level of
Severity
Age of
ParticiPants
Form of SelfManagement
Behavior
Addressed
mark a chart
in/out of
class seat
mild/moderate
15
classroom
Wheeler, Bates,
Marshall, &
Miller, 1988
mark a chart
social skills,
appearance
moderate
22
aninlaI
care unit
solving math
computations
mild/moderate
11-13
classroom
mild/moderate
18-20
vocational
training
center
18-29
workshop
moderate
9-14
classroom
mild/moderate
21-30
work room
Setting
Studies of Self-Instructing:
Albion &
Sal&erg, 1982
statespecific
work task
completed
Agran, Sal&erg,
& Stowitschek,
1987
moderate/
initiating
solutions to
severe
problems at work
Burgio, Whitman,
&Johnson, 1980
state specific
behaviors of task
attending to
task, academic
behaviors
of task
pelfORlMIlCe
Hughes &
Petersen, 1989
statespecific
behaviors of task
attending to
task, work
ptXfOfUKUlUZ
statesteps and
use of sclfinstructions
at work
severe
33,37
solutions to
problems
supply
company
Johnston,
Whitman, &
Johnson, 1980
state specific
behaviors of task
solving math
problems
mild
9-10
classroom
Keogh, Faw,
Whitman, & Reid,
1984
statespecific
behaviors of task
playing a
leisure-time
severe
11-19
state
facility
state general
behaviors
rate of work
severe
19-21
workshop
state general
behaviors
test of
matching
mild/moderate
12-18
expl room
Rusch, McKee,
Chadsey-Rusch,
&
Renzaglia, 1988
requesting
materials at
work
severe
16
work room
game
pfOllIl?XlCE
figures
(Table continued
on next page)
218
TABLE 1. Continued
Participants
Disabilities
or Level of
Severity
Age of
ParticiPants
Form of SelfManagement
Behavior
Addressed
Rusch, Morgan,
Martin, Riva,
& Agran, 1985
state general
behaviors
amount of
time working
mild
28, 38
college
dormitory
state general
behaviors
work production
rates
severe
25-36
prevocatl
workshop
Whitman &
Johnston, 1983
state specific
behaviors of task
solving math
computations
mild
lo-13
classroom
Whitman, Spence,
& Maxwell, 1987
state specific
behaviors of task
work tasks
mild/moderate
18-46
workshop
Effectiveness
in Changing
Setting
Behavior
Participants
SeEf-Management
219
220
Procedures by Participants
Forty studies included direct measurement of the persons use of selfmanagement procedures. Self-monitoring and self-administering consequences were frequently used, but not always accurately. Accuracy
improved when contingencies for accuracy were implemented; however,
desirable effects were found even when behaviors were not always recorded correctly (Koegel & Koegel, 1990; Nelson et al., 1976; Reese, Sherman,
& Sheldon, 1984; Shapiro et al., 1980; Zegiob et al., 1978), although three
studies found a relationship between accuracy and desirable behavior
(McLaughlin et al., 1981; Rhode et al., 1983; Shapiro et al., 1984).
Teaching self-instructing was associated with desirable behavior change,
but self-instructions were often not exhibited outside of training. In some
Self-Management
221
of Participant
Control
Based on the current research, it seems clear that people with developmental disabilities can implement specific self-management procedures.
Although there is ongoing discussion regarding why these procedures are
sometimes effective (e.g., they function as mediators, steps in a chain, discriminative stimuli, or as a version of control by others, Baer, 1984, 1990;
Nelson & Hayes, 1981; Rachlin, 1974) researchers continue to examine
applications and effects of self-management procedures. More than a dozen
research studies published since the Browder and Shapiro (1985) and
Agran and Martin (1987) reviews attest to the ongoing interest in these
types of procedures. In general, the more recent research has expanded
upon the types of applications of self-management procedures (e.g., different tasks and behaviors, new settings); however, the recommendations
made in these earlier reviews have not yet been fully addressed. These recommendations remain valid and are discussed below.
First, more research is needed to determine if there are any prerequisite
skills, entry-level abilities, or idiosyncratic individual differences that are
222
Self-Management
223
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