Self-Management Activities Staying in Area Example: 1. Behavior to be taught? Staying in area or center 2. What is goal?

Student will stay in area for 15 minutes and will leave no more than 1 time. 3. How to record? Student and teacher will each keep a card and check the number of times student leaves area during 15 minutes. 4. How will consequences be delivered? Token reinforcement with a choice of reward. 5. How will adults monitor or manage plan? Teacher will use cards to compare for self-reflection. Cleaning Up Example: 1. Behavior to be taught? Picking up toys after center time. 2. What is goal? To pick up toys when given 1 teacher direction. 3. How to record? Teacher and student recording, daily after centers. Teacher and student will use simple cross-box to cross off number of days student reaches goal. 4. How will consequences be delivered? Student and teacher will determine goal for each week. Privilege or reward will be given during the day goal was reached and at the end of the week if criteria is reached. Student will start with 1-2 days of success and increase to 5 days for success. 5. How will adults monitor or manage plan? Teacher and student to review daily and weekly progress.

Davis & Kelly, 2013

Work Completion Example: 1. Behavior to be taught? Increase work completion. 2. What is goal? Student will complete 25% of assignment during individual work time. (Check task difficulty and that student understands how to start task and does not actually need help.) 3. How to record? Student will graph the percentage of problems completed on assignments and will check in with teacher daily. 4. How will consequences be delivered? Response cost or reward based on meeting specified criteria daily and weekly. 5. How will adults monitor or manage plan? Student and teacher will review graph daily and plan weekly.

Independence Example: 1. Behavior to be taught? Task initiation. Adult and peers will model behavior, visual prompt on desk 2. What is goal? Student will start activity before asking for help. (Check for task difficulty and that student understands how to start task and does not actually need help.) 3. How to record? Using a daily visual schedule, student will deliver a + if started before asking for help or - if asked for help before starting. 4. How will consequences be delivered? Student and teacher will agree on daily criteria and reward or response cost will be delivered based on success towards daily and weekly goal. 5. How will adults monitor or manage plan? Teacher and student will use schedule to review and reflect on daily and weekly success.

Davis & Kelly, 2013

Independence Example: 1. Behavior to be taught? Seeking adult attention appropriately. Adult models and shapes using direct teaching and peers. 2. What is goal? Student will ask teacher for help by raising hand and wait for teacher to respond. 3. How to record? Student will record number of times student raised hand for help during day or interval. 4. How will consequences be delivered? Adults will respond and praise immediately contingent on raising hand. Teacher and student will agree on daily and weekly criteria for success. Reward and response cost based on meeting daily and weekly criteria. 5. How will adults monitor or manage plan? Teacher and student will use recording for reflection and review. Selective Mutism Example: 1. Behavior to be taught? Speak to one specified adult in an audible voice at school. Use behavioral shaping strategies. 2. What is goal? Increase speech and decrease use of escape behaviors when requested to speak. Make student more comfortable speaking in school settings. 3. How to record? Student will use tally marks or Popsicle sticks to record number of times student speaks to teacher during school. Bonus for speaking to anyone else. 4. How will consequences be delivered? Based on criteria, student will earn reward or privilege for meeting criteria. 5. How will adults monitor or manage plan? Adults will follow same plan and use criteria to reflect with student. Will expand to other adults and peers based on success and comfort.

Davis & Kelly, 2013