12.5 Self-Management Procedures

What Self-Management Is

Self-management is the personal application of behavior-change tactics that produces a desired change in one's own behavior (Cooper, Heron, & Heward, 2020). Skinner (1953) described it as two responses in the same person: a controlling response (setting an alarm, writing a checklist, recording each cigarette) that changes the probability of a controlled response (getting up on time, completing tasks, smoking less). Self-management does not mean behavior is caused by willpower; the controlling responses are themselves learned and maintained by contingencies.

Why teach it? Self-management travels with the learner into settings where no staff member is present, so it supports generalization and maintenance. It reduces dependence on adults, can handle behaviors others cannot observe (private study time, thoughts), and is often preferred by older learners because it increases independence.

Antecedent-Based Tactics

Many self-management tactics change the environment before the behavior occurs:

• Manipulating motivating operations: eating a healthy snack before grocery shopping to reduce impulse buying.
• Providing response prompts: phone reminders, sticky notes, a checklist taped to the bathroom mirror.
• Arranging or removing cues: studying at a clear desk with the phone in another room; laying out gym clothes the night before.
• Changing response effort: making the desired behavior easier (pre-packed lunches) and the undesired behavior harder (not keeping snacks at home).
• Precommitment: making a public commitment or arranging a contingency with someone else in advance.

Self-Monitoring

Self-monitoring is observing and recording one's own behavior. Learners can use a paper checklist, a wrist counter, an app, or a vibrating timer that prompts them to ask, "Was I on task?" Two features make it important:

• Reactivity: the act of recording often changes the behavior in the desired direction, even before any other consequence is added. This is helpful clinically, although it means self-monitoring data may not reflect pre-intervention levels.
• Accuracy: self-recorded data are useful only if they are reasonably accurate. A common procedure is matching: an adult records the same behavior and the learner earns a bonus for matching the adult's record, regardless of the score itself (Rhode, Morgan, & Young, 1983). As accuracy improves, matching checks become less frequent.

Self-monitoring works best when the target is clearly defined, the recording method is simple, and the behavior is recorded close to when it occurs.

Self-Evaluation and Self-Administered Consequences

• Self-evaluation compares one's performance with a goal or standard ("I finished 8 of 10 problems; my goal was 8").
• Self-administered consequences are consequences the learner delivers after meeting (or missing) the goal: points, a preferred activity, or a small purchase. A conceptual caution: if the learner can take the reinforcer at any time, its effect probably depends on rules and on other people's contingencies rather than on simple self-reinforcement. In practice, external checks and accountability (a teacher reviewing the points) help keep self-administered systems honest.

Self-Instruction

Self-instruction teaches the learner to state rules to themselves to guide behavior. In Meichenbaum and Goodman's (1971) sequence, the adult models the task while talking aloud, the learner performs it with the adult's instructions, then with the learner's own overt instructions, then whispered, and finally covert self-instructions. Self-instruction turns rule-governed behavior (section 3.4) into a portable tool.

Habit Reversal

Habit reversal (Azrin & Nunn, 1973) is a self-management package for repetitive behaviors such as nail biting, hair pulling, and tics. Its key components are:

1. Awareness training: learning to detect each occurrence and the early warning signs.
2. Competing response training: practicing a response incompatible with the habit (for example, clenching the fists for a minute or more instead of nail biting).
3. Social support: a partner praises the competing response and prompts it when the habit occurs.

Teaching Self-Management Step by Step

Worked Example

Jordan, a 14-year-old, completes about half of his independent seatwork. The BCaBA and Jordan agree on a goal of finishing 80% of assigned problems. Jordan sets out his materials before class (antecedent tactic), uses a vibrating timer every 5 minutes to mark whether he was working (self-monitoring), compares his total with the goal at the end of class (self-evaluation), and earns 10 minutes of computer time when he meets it (self-administered consequence). For the first two weeks, the teacher records at the same time and Jordan earns a bonus point when their records match. Once agreement stays high for several days, the teacher checks only on random days. Completion rises to about 85% and stays there as checks are faded.

Applications

Self-management has been used to increase on-task behavior and assignment completion in classrooms, productivity and accuracy at work, exercise and medication adherence, and social initiations, and to decrease stereotypy and habits. You can use the same tactics on yourself while studying for this exam: set a daily goal, record study minutes, evaluate weekly, and arrange a consequence.

Common Exam Traps

• Assuming self-monitoring requires accurate data to work. Reactivity can change behavior even when recording is imperfect, but accuracy matters for decision-making.
• Calling an adult's token delivery "self-management." The learner must perform the controlling responses.
• Skipping fading. A self-management system that needs constant adult checks has not yet transferred control.
• Confusing the controlling and controlled responses. Setting the alarm is controlling; getting up is controlled.