Why Self-Management Matters in ABA
One of the ultimate goals of applied behavior analysis is to help individuals become as independent as possible. While external contingency management (where a therapist, teacher, or caregiver manages the reinforcement contingencies) is often necessary during the initial stages of treatment, long-term success depends on the individual's ability to manage their own behavior. Self-management procedures transfer control of behavior change from external agents to the individual, promoting independence, generalization, and maintenance of treatment gains.
Self-management is not a single technique but rather a package of interrelated strategies that teach individuals to observe, record, evaluate, and reinforce their own behavior. These procedures have been used successfully with children, adolescents, and adults across a wide range of behaviors, from academic performance to social skills to health-related behaviors.
Components of Self-Management
Self-Monitoring
Self-monitoring involves teaching the individual to observe and record their own behavior. This is often the first component introduced because the act of monitoring alone can produce reactive effects, temporarily changing the behavior in the desired direction. The individual might use a checklist, a tally counter, a smartphone app, or a wrist counter to track occurrences of the target behavior.
For self-monitoring to be effective, the target behavior must be clearly and operationally defined so the individual can reliably identify its occurrence. The recording method should be simple enough that it does not interfere with the behavior itself. For example, a student self-monitoring on-task behavior might place a checkmark on a card each time a tone sounds if they are engaged with their work at that moment (a form of momentary time sampling).
Self-Evaluation
Self-evaluation involves the individual comparing their own performance to a predetermined standard or goal. After monitoring their behavior, they assess whether they met the criterion. For example, a student who recorded that they completed 8 out of 10 math problems correctly would compare that result to their goal of completing at least 7 correctly and determine that they met the criterion.
Self-evaluation adds a judgmental component to self-monitoring. It requires the individual to discriminate between acceptable and unacceptable performance levels. This component helps the individual develop internal standards for their behavior, which is essential for independent functioning when external feedback is not available.
Self-Reinforcement
Self-reinforcement occurs when the individual delivers a reinforcer to themselves contingent on meeting a performance criterion. After self-monitoring and self-evaluation, if the individual determines they met the criterion, they access a predetermined reinforcer. This could be a tangible item, an activity, a self-delivered verbal statement ("I did a great job"), or access to a preferred leisure activity.
The effectiveness of self-reinforcement has been debated in the behavior-analytic literature. Some researchers argue that true self-reinforcement is a myth because the individual could access the reinforcer at any time without meeting the criterion. However, research consistently demonstrates that self-reinforcement packages produce meaningful behavior change in applied settings, particularly when combined with other self-management components and initial external oversight.
Self-Instruction
Self-instruction involves teaching the individual to use verbal prompts to guide their own behavior. The individual learns to give themselves instructions at each step of a task or in situations where they might otherwise need external prompting. For example, a child learning to solve math word problems might say, "First, I read the problem. Then, I circle the important numbers. Next, I decide what operation to use. Then, I solve and check my answer."
Self-instruction is particularly useful for tasks that require a specific sequence of steps or for situations where the individual tends to act impulsively. By verbalizing the steps, the individual creates their own discriminative stimuli that occasion the correct responses.
Teaching Self-Management: A Step-by-Step Approach
Step 1: Define the Target Behavior
Work with the individual to identify the behavior they want to change and define it in observable, measurable terms. When possible, involve the individual in selecting the target behavior to increase buy-in and motivation. The individual should be able to clearly distinguish between occurrences and non-occurrences of the behavior.
Step 2: Select a Self-Management Strategy
Based on the individual's skills, the nature of the target behavior, and the context, select the appropriate self-management components. Not every individual needs every component. Some may benefit from self-monitoring alone, while others may need the full package of self-monitoring, self-evaluation, and self-reinforcement.
Step 3: Train the Individual
Use behavioral skills training (BST) to teach the self-management procedures. Provide instruction on how to use the self-management tools, model the procedures, have the individual practice with feedback, and reinforce accurate self-management. Initially, compare the individual's self-monitoring data with an independent observer's data to ensure accuracy.
Step 4: Implement with External Support
Begin implementation with ongoing external support and monitoring. Check the individual's self-monitoring records regularly, provide feedback on accuracy, and reinforce both accurate self-monitoring and the target behavior. Gradually fade external monitoring as the individual demonstrates consistent and accurate self-management.
Step 5: Fade External Supports
Over time, reduce the frequency of external checks, increase the interval between self-monitoring opportunities, and gradually transfer complete control to the individual. Monitor for maintenance of behavior change and reintroduce external support if needed.
Applications Across Populations
- Children with autism - Self-monitoring of on-task behavior, social interactions, and daily living skills
- Students with ADHD - Self-monitoring of attention, task completion, and rule-following
- Adolescents - Self-management of homework completion, social media use, and emotional regulation
- Adults - Self-management of exercise, diet, work productivity, and professional development goals
Considerations for Effective Self-Management
Self-management procedures are most effective when the individual is motivated to change, when the target behavior is clearly defined, when the self-management tools are easy to use, and when initial external support ensures the individual learns to use the procedures accurately. Accuracy of self-monitoring is important, but research suggests that even somewhat inaccurate self-monitoring can produce behavior change, likely because the reactive effects of monitoring are partially independent of recording accuracy.
BCBA Exam Preparation
For the BCBA exam, understand each component of self-management (self-monitoring, self-evaluation, self-reinforcement, self-instruction), know how to teach these procedures, and be prepared to identify which components are being used in clinical scenarios. Also be familiar with the concept of reactivity in self-monitoring and the debate around whether self-reinforcement constitutes true reinforcement in a behavioral sense.