Behavioral Self-Management with At-Risk Children

This paper presents an overview of the use of behavioral self-management techniques with students at-risk for academic or behavioral problems. The major components of self-management are reviewed (self-monitoring, self-evaluation, self-reinforcement, and self-instruction) with illustrations from the educational literature. The two major theoretical models of self-management (cognitive-behavioral and operant) are discussed, followed by suggestions for practitioners on how they may design and implement self-management programs for students identified as at-risk for special education placements. Self-management techniques may help to prevent at-risk students from being placed in restrictive special education placements.