Self-Monitoring with Rewards
This strategy can be used with students who engage in repetitive verbal behavior (verbal stereotypy), that seems to serve no communication function. Student is taught to identify “quiet” vs “noisy” behavior. Student is given a “quiet” visual reminder, and self-records whether or not he/she has been quiet during the time interval. Student receives rewards for reaching a goal percentage of quiet intervals.
|
How to:
Understanding the Behavior: First, understand how often the child is engaging in the behavior (Phase 1: Baseline)
Intervention: Teaching to Self-Monitor: Teach the student to correctly identify their behavior (was I quiet or loud).
Rewards:
Monitoring Progress:
- Identify examples of repetitive behavior (repeating words over and over) in contrast to typical and expected communication (answering a question).
- Collect data on how often the repetitive behavior is occurring.
Intervention: Teaching to Self-Monitor: Teach the student to correctly identify their behavior (was I quiet or loud).
- Provide a visual to support their understanding (picture of person representing quiet). Student may practice by first noting the behavior of others.
- Prompt student to notice their own behavior and provide reward when it is correctly noticed (with an emphasis on quiet/calm behavior).
- Once this is accomplished, teach the student to use the self-monitoring form.
- Student practices: “Get ready and show me quiet,” and is prompted to fill out the form. Teacher asks, “Were you quiet or noisy? That’s right, you were quiet (make sure the box is checked).”
- Correct the child if the incorrect box is checked, and when the student is not meeting the expectation a prompt can be used. Teacher says: “That’s noisy, show me quiet. Much better, that’s quiet.”
Rewards:
- During training, student can be rewarded for filling out their self-monitoring form correctly (recognizing the behavior).
- Then, the student can be rewarded for following the expectation of being quiet.
- Rewards may be immediate (a small edible for a quiet interval), or may be worked towards more long term (earned toy for 8/10 intervals being quiet).
- With practice, students can also be taught to reward themselves after each period of time that the goal is met.
Monitoring Progress:
- The self-monitoring form can be used to track behavior changes over time as well as the success of the intervention itself.
- Once the student is able to independently use the self-monitoring form, it important to monitor the accuracy with which the student records their behavior.
- Periodic check-ins to collect and compare data alongside the student and to calibrate progress monitoring which will give the student continued support.
- Review the examples of repetitive behavior (repeating words over and over) in contrast to typical and expected communication (answering a question) that were established during the baseline, to ensure consistent data collection methods and fidelity to the intervention.
Reference:
Mancina, C., Tankersley, M., Kamps, D., Kravits, T., & Parrett, J. (2000). Brief report: Reduction of inappropriate vocalizations for a child with autism using
self-management treatment program. Journal of Autism and Developmental Disorders, 30(6), 599-606.
Mancina, C., Tankersley, M., Kamps, D., Kravits, T., & Parrett, J. (2000). Brief report: Reduction of inappropriate vocalizations for a child with autism using
self-management treatment program. Journal of Autism and Developmental Disorders, 30(6), 599-606.