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Harris 10

A self-management tool that allows students to take an
active role in their learning and behavior by monitoring
their activities, evaluating their performance and
reinforcing themselves when the goal is met.
Monitor-student tracks target behavior
Evaluate-student compares behavior to set goal
Reinforce-student reinforces him or herself if goal is met

Self Management Form

Student Name: __Jane__________________ Date: _____9/13/04_____________

When you hear the beep put a smiley face in the box if you working on your assignment.

How many times was I working on my assignment when I heard the bell?

My goal is: _______5_________

1 2 3 4 5 6 7 8 9 10

The number of times I was working on my assignment: ___6_______

My goal is to be working on my assignment: ___5_________

I met my goal (yes or no): _____yes______

I will reinforce myself when I meet my goal by: scheduling 30 minutes extra time
on the computer

*The Self-Management Form above is a simplified version of this strategy that implements all
three aspects of self-regulation on a single form. The teacher may use a form like this or create
their own way for the student to monitor, evaluate and reinforce. The teacher should follow this
basic outline. Detailed instructions listed on back of handout.
A Closer Look
How to Implement: Who does it benefit?
1. Discuss with the student the target behavior that General education
needs improvement. Offer a replacement
behavior that counteracts the undesired
behavior. For example, raise your hand to speak Students with specific
would replace calling out an answer. Start with learning disabilities
one behavior and add additional behaviors as Students with ED/BD
2. Set a goal for the student to work towards during
a specific time frame. For example, student
should be working on their assignment 6 times What can it do?

during math class. Increase on-task behavior
3. Create a way for the student to monitor this
Minimize interruptions
behavior. For example, every time they hear or
see a cue from the teacher they check and report Decrease disruptive
if they were performing the desired behavior. behavior
4. Explain and model to the student how to
evaluate and reflect on their performance. What
observable behaviors fall under the desired
behavior and what observable behaviors fall Why does it work?
under the undesired behavior? Did I follow these Students take an active
behaviors? What can I do to stay on track? These role
are some questions that can help guide this Students become self-
5. Discuss and decide what are appropriate
rewards/reinforcements for the student to Students feel accountable
choose from. Make sure the student is able to and responsible for their
administer the reinforcement him or herself. actions
6. Be consistent with applying this strategy for
maximum benefit.

Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management
interventions to promote appropriate classroom behaviors (19882008). School
Psychology Quarterly, 24(2), 106-118. doi:10.1037/a0016159
Smith, S. W., Cumming, M. M., Merrill, K. L., Pitts, D. L., & Daunic, A. P. (2015). Teaching Self-
Regulation Skills to Students with Behavior Problems: Essential Instructional
Components. Beyond Behavior, 24(3), 4-13. doi:10.1177/107429561502400302
Spates, C. R., & Kanfer, F. H. (1977). Self-monitoring, self-evaluation, and self-reinforcement in
childrens learning: A test of a multistage self-regulation model. Behavior Therapy, 8(1),
9-16. doi:10.1016/s0005-7894(77)80115-9