Use when designing self-management interventions including self-monitoring, self-evaluation, self-reinforcement, goal setting, and self-instruction procedures, or when fading external management toward learner independence.
Self-management is a set of procedures through which a person systematically controls their own behavior by manipulating the antecedents and consequences that influence it. In ABA, self-management represents the strategic transfer of behavioral control from external agents (therapists, teachers, caregivers) to the learner themselves. It is both a treatment goal (independence) and a treatment method (the learner as their own behavior change agent).
Self-management is not the absence of environmental influence — it is the arrangement of one's own environment to make a target behavior more or less likely. The person who places a gym bag by the front door to increase exercise behavior is engaging in self-management.
Components of Self-Management
Self-Monitoring (Self-Recording)
The learner observes and records their own behavior as it occurs. Self-monitoring is often the first self-management component taught and frequently produces behavior change by itself (reactivity).
Methods:
Tally/frequency count: The learner marks each occurrence of the target behavior (e.g., tally marks on a card, clicking a counter)
: The learner records whether the behavior occurred during a predetermined interval (prompted by a timer, vibrating watch, or app notification)
相關技能
Interval recording
Checklist: The learner checks off steps of a routine or behaviors expected during a period
Rating scale: The learner rates the quality or intensity of their behavior on a scale (e.g., "How well did I stay on task? 1–5")
Technology-assisted: Apps, smartwatches, digital counters, voice recorders
Reactivity: Self-monitoring alone often changes behavior in the desired direction. Awareness of one's own behavior alters it. Reactivity effects are typically strongest early and may diminish over time — pair self-monitoring with self-evaluation and self-reinforcement for durable effects.
Accuracy: Self-monitoring does not need to be perfectly accurate to be effective. Research consistently shows that the act of monitoring is more important than the precision of the data. However, periodic accuracy checks (comparing self-recorded data to independent observer data) maintain social validity and can be used as a training tool.
Self-Evaluation
The learner compares their self-monitored data to a predetermined standard or goal. Self-evaluation introduces a judgment component: "Did I meet my target?"
Procedure:
Set a clear, measurable goal (e.g., "I will complete 5 math problems before the timer goes off")
After the monitoring period, the learner reviews their data
The learner determines whether the goal was met
This evaluation serves as the antecedent for self-reinforcement
Self-Reinforcement
The learner delivers a consequence to themselves contingent on meeting their self-evaluated goal. This closes the contingency loop — the learner manages the antecedent (self-monitoring), the evaluation (self-assessment), and the consequence (self-reinforcement).
Forms:
Tangible: The learner accesses a preferred item or activity after meeting their goal
Token: The learner awards themselves points or tokens redeemable for backup reinforcers
Social/covert: The learner says something positive to themselves ("I did great on that") or engages in a preferred internal behavior
Activity: The learner allows themselves to do a preferred activity after completing the target
Important: Self-reinforcement works best when the backup reinforcers are genuinely motivating and the learner has genuine access control. If the learner can access the reinforcer without meeting the criterion, the self-management system breaks down.
Goal Setting
The learner participates in setting their own behavioral targets. Learner involvement in goal setting increases commitment and perceived control.
Guidelines:
Goals should be specific, measurable, and achievable
Start with goals slightly above current baseline performance
Increase goals incrementally as the learner succeeds
Allow the learner to choose between equivalent goals when possible
Public commitment to goals (sharing with a teacher, peer, or parent) enhances follow-through
Self-Instruction (Verbal Mediation)
The learner uses verbal statements (overt or covert) to guide their own behavior through a task or social situation. Self-instruction is particularly useful for complex problem-solving, emotional regulation, and multi-step procedures.
Meichenbaum's self-instruction training sequence:
Cognitive modeling: The adult performs the task while talking aloud through the steps
Overt external guidance: The learner performs the task while the adult talks them through it
Overt self-guidance: The learner performs the task while talking themselves through it aloud
Faded overt self-guidance: The learner whispers the self-instructions
Covert self-instruction: The learner performs the task using internal speech
Example self-instructions for on-task behavior: "What am I supposed to be doing? → I'm supposed to be working on my math. → I need to look at the problem. → What's the first step? → I'll start with the ones column."
Teaching Self-Management
Phase 1: External Management with Self-Management Introduction
The clinician manages the contingency while introducing the self-management tools:
Teach the learner to use the self-monitoring system (how to record, when to record)
Practice with the clinician's prompting and feedback
Compare the learner's self-recorded data with the clinician's data (accuracy training)
Reinforce accurate self-monitoring
Phase 2: Shared Management
The learner begins to self-monitor and self-evaluate, but the clinician verifies accuracy and delivers the consequence:
The learner records their behavior during the activity
At the end of the period, both the learner and clinician compare data
If the learner's data matches the clinician's data (within a tolerance range), the learner earns a bonus reinforcer for accuracy
The clinician delivers the consequence based on goal attainment
Phase 3: Self-Management with Periodic Checks
The learner manages the full cycle (monitor, evaluate, reinforce) independently. The clinician conducts periodic accuracy checks:
Random accuracy checks (e.g., 2 out of 5 sessions per week)
Match bonuses for accuracy maintained
Gradually reduce check frequency as accuracy remains stable
Phase 4: Full Independence
The learner manages their own behavior without external checks. The self-management system itself may be faded if the target behavior is now maintained by natural contingencies.
Clinical Applications
Homework Completion
Self-monitoring: Checklist of assignments, check off each upon completion
Self-evaluation: "Did I finish all assignments before the deadline?"
Self-reinforcement: Access to preferred activity after homework is complete
Self-instruction: "What assignment is due first? I'll start with the hardest one."
On-Task Behavior (Classroom)
MotivAider or smartphone vibrates at random intervals
At each signal, the learner asks "Was I on task?" and records Y/N
At the end of the period, the learner counts Yes responses and compares to goal
If goal is met, the learner earns a self-selected reinforcer
Social Skills Maintenance
The learner uses a wrist counter to track social initiations during recess
After recess, records the count and compares to goal (e.g., 3 initiations)
Self-reinforcement: "I started 4 conversations today — I earned my extra computer time"
Daily Living Skills
Visual checklist posted in the bedroom/bathroom with morning routine steps
The learner checks off each step as completed
Self-evaluation at the end: "Did I finish the whole routine before 7:30?"
Natural reinforcer: leaving on time, avoiding rushing
Vocational Tasks
Task completion checklists at a workstation
Self-monitoring of work rate (items completed per interval)
Self-graphing of daily performance to visualize progress
Behavior Reduction
The learner tracks instances of a target behavior (e.g., nail biting, negative self-talk)
Awareness through monitoring often reduces the behavior
Pair with competing response training: when the learner catches themselves, they engage in an incompatible response
Self-reinforcement for periods with zero or low-rate occurrences
Age and Developmental Considerations
Young children (3–5): Use simple systems — token boards with pictures, smiley/frowny face recording, single-step self-monitoring ("Did I use my words?"). Heavy adult scaffolding needed. Focus on self-monitoring with external evaluation and reinforcement.
School-age (6–12): Can manage multi-step self-monitoring systems, written checklists, point systems. Can participate meaningfully in goal setting. Self-evaluation becomes increasingly independent. Begin teaching self-instruction for academic tasks.
Adolescents (13–18): Can manage complex self-management systems. Technology-assisted monitoring (apps, spreadsheets). Goal setting should be collaborative with high learner ownership. Self-reinforcement can be sophisticated (scheduling preferred activities, budget-based systems). Self-instruction is primarily covert.
Adults: Self-management is often the primary intervention format. Focus on environmental arrangement, self-monitoring, and self-reinforcement. Systems should be practical and integrated into daily routines.
Fading External Management to Self-Management
The transition from external to self-management should be a planned, gradual process — not an abrupt removal of support:
Identify which components of the current intervention can be transferred to the learner
Teach each self-management component explicitly (do not assume the learner will figure it out)
Transfer one component at a time (e.g., self-monitoring first, then self-evaluation, then self-reinforcement)
Maintain external checks until accuracy and reliability are established
Fade external checks gradually, not all at once
Monitor outcomes — if behavior deteriorates, reinstate the most recently faded external support and try a smaller fade step
Key References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
Koegel, L. K., & Koegel, R. L. (1990). Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23(1), 119–127.
Shapiro, E. S., & Cole, C. L. (1994). Behavior Change in the Classroom: Self-Management Interventions. Guilford Press.
Reid, D. H. (1991). Technological behavior analysis and societal impact: A plea for sensible procedures. Journal of Applied Behavior Analysis, 24(1), 1–8.
Meichenbaum, D. (1977). Cognitive-Behavior Modification: An Integrative Approach. Plenum Press.
Lee, S., Simpson, R. L., & Shogren, K. A. (2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22(1), 2–13.