Self-Mediated Techniques
Self-mediated techniques use strategies that involve the student doing something to facilitate the use of target skills. For purposes of this discussion, the self-mediated techniques we present are self-monitoring and video self-modeling.
Self-Monitoring
Self-monitoringSelf-monitoringA self-mediated socialization intervention in which a student is taught to systematically record each time a target behavior is performed. Self-monitoringA self-mediated socialization intervention in which a student is taught to systematically record each time a target behavior is performed. involves targeting a specific behavior, then teaching the student to systematically record each time that behavior is performed. Self-monitoring should also be considered a generalization strategy. It would not be appropriate to have students self-monitor skills that have not yet been taught. Once students have attained the acquisition level in a given skill, self-monitoring of that skill can be introduced as one tactic for facilitating attainment of fluency, maintenance, and generalization levels of performance.
Examples follow of self-monitoring systems that would be easy for students to use to record each time a target social skill is exhibited:
· Record a tally mark on an index card. The card can be kept on the student’s desk or carried in a pocket.
· Place a poker chip in a jar.
· Place a star on a chart.
· Drop a small block in an egg carton section.
· Use a handheld or wearable digital counter.
These items are easy to use in generalization settings such as the playground or cafeteria.
Once the student has learned to use the system, a target performance criterion can be set, with reinforcement delivered on attainment of the criterion. For example, the student could be encouraged to make 10 social greetings during the day. If the self-monitoring system indicates 10 or more greetings were exhibited by the end of the day, the student earns a special reinforcer.
Self-monitoring has been used to effectively increase social behavior in children and youth with autism and developmental disabilities (e.g., Camargo et al., 2014; Koegel & Koegel, 1990; Koegel, Koegel, Hurley, & Frea, 1992; Parker & Kamps, 2011). In addition, self-monitoring can produce collateral decreases in challenging behavior and facilitate generalization of newly learned skills (Koegel et al., 2012).
One major consideration in using self-monitoring as an intervention to improve social behavior is the probability that many students will be able to self-monitor only one response at a time rather than multiple, complex responses (Haring & Ryndak, 1994). Because of this, the nature of the behavior targeted for self-monitoring is especially important. Koegel and his colleagues recommend that students self-monitor pivotal behaviors. For example, students may be taught to self-monitor the number of social questions initiated during the day. Social questions are pivotal because they invite responses and may result in extended social interactions. Even self-monitoring is considered a pivotal behavior because it can be used to facilitate generalization of many different behaviors across a wide variety of natural contexts (Verschuur, Didden, Lang, Sigafoos, & Huskens, 2014). Other examples of pivotal behaviors that students might self-monitor include eye contact, appropriate facial and verbal affect, initiating interactions, functional communication skills, and awareness and responsivity to environmental stimuli (Haring & Ryndak, 1994; Moes, 1995).