Self-Management Strategies to Support Students with ASD

Autor/in	Schulze, Margaret A.
Titel	Self-Management Strategies to Support Students with ASD
Quelle	In: TEACHING Exceptional Children, 48 (2016) 5, S.225-231 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916640759
Schlagwörter	Self Management; Autism; Pervasive Developmental Disorders; Intervention; Behavior Modification; Behavior Change; Student Improvement; Disabilities; General Education; Special Education; Special Education Teachers; Paraprofessional School Personnel; Program Implementation; Self Evaluation (Individuals); Progress Monitoring; Goal Orientation; Prompting; Graphs; Skill Development; Attention Control + Suchen Sie Ihr Suchwort? Selbstmanagement; Autismus; Behaviour modification; Verhaltensänderung; Handicap; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Zielorientierung; Zielvorstellung; Benutzerführung; Grafische Darstellung; Kompetenzentwicklung; Qualifikationsentwicklung; Aufmerksamkeitstest
Abstract	Self-management is a set of procedures that students can be taught to apply to their own behaviors to change them. In self-management, students are taught to observe, assess, and modify their own behavior. These procedures include such things as self-identifying and observing a target behavior and setting a goal to change it. Self-management procedures have been used effectively with students with ASD to improve academic, social, and other classroom behaviors. Self-directed interventions promote student independence, competence, self-reliance, and self-awareness. Despite evidence of its efficacy, the use of self-management procedures in general education settings remains limited, though this trend may be improving. In this article, the author presents how self-management strategies have the potential to support the needs of students with disabilities in general education settings who have come to rely on general education teachers, special education teachers, or paraprofessionals to participate fully in their classroom settings. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01