|Self-Management in The Educational Setting: Utilizing The Self and Match System Across Multiple Modalities|
|Friday, September 2, 2022|
|11:30 AM–12:20 PM |
|Meeting Level 1: Liffey B|
|Area: EDC; Domain: Service Delivery|
|Chair: Matthew C. Howarth (MeasurePM)|
|CE Instructor: Katharine M. Croce, Eds|
This interactive symposium will provide an opportunity for the audience to explore peer-reviewed research that supports the implementation of self-monitoring systems to develop a variety of skills. A discussion of self-monitoring procedures incorporating a "match/accountability” component will be presented, with specific focus on the Self & Match System, a user-friendly, easy to implement, empirically-supported system. The Self & Match System has been used internationally. Self and Match can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS and has been successfully implemented in a variety of settings. Next, a discussion of the development and implementation of self-monitoring as a tier 1, tier 2, and tier 3 intervention within the schools will be explored, and also explore how self-monitoring with an accountability check can be an effective tool in teacher professional development implementation. Additionally, a review of a modified Self and Match, developed as part of The Framework for Learning Implementation & Professional Development (FLIPD) to support classroom based implementation of PBIS practices will be presented. Together, we will unpack the Who, What, When, Why, Where and How of effective self-management interventions in the schools.
|Instruction Level: Intermediate|
|Keyword(s): Implementation Science, PBIS, Self-monitoring, SelfandMatch|
|Target Audience: |
Participants will engage in active learning to increase their knowledge of implementing self-monitoring tools within the educational setting. Symposium attendees will learn about the evidence-based benefits of self-monitoring interventions, learn about self-monitoring as a tier 1, tier 2, and tier 3 intervention within the schools, and also explore how self-monitoring with an accountability check can be an effective tool in teacher professional development. This workshop is designed for behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, and/or others who support individuals from pre-K to 21 in school settings. Great workshop for individuals and/or teams!
|Learning Objectives: (1)Participants will identify the research-based benefits of self-monitoring for both students & staff on a school-wide level. (2) Participants will identify the importance of pre-treatment systematic planning on the effectiveness of school-wide intervention. (3) Participants will learn the value of working collaboratively with a team in developing, implementing, and progress-monitoring systematic behavioral interventions can be used across the tiers of Positive Behavior Support (4) Participants will learn how the Self and Match system can be adapted to support teacher professional development implementation|
The Who, What, When, Where, and Why of Effective Self-Monitoring Interventions With a Focus on The Self and Match System
|KATHARINE M. CROCE (Felician University)|
By systematically teaching individuals how to engage in more pro-social behaviors they are able to better access their learning, their communities, and develop stronger relationships with family, friends, and colleagues -ultimately leading to a better quality of life. The National Autism Centers’ National Standards Project, The National Clearinghouse on Autism Evidence and Practice, Vanderbilt University’s Peabody College: IRIS Center and the University of South Florida’s Center for Evidence-Based Practice: Young Children with Challenging Behavior have all identified evidenced based-treatments; one of which is self-monitoring. This symposium will explore peer-reviewed research that supports the implementation and development of self-monitoring systems to increase academic, behavioral, and social skills in a variety of settings for groups and individuals of various ages and developmental abilities. A detailed discussion of self-monitoring procedures incorporating a ”match” component will be presented, including information on the Self & Match System, a user-friendly, easy to implement, empirically-supported system.
Exploring the Systematic Use of Self-Monitoring as a School-Wide Tier 1 Behavioral Intervention
|JAMIE SIDEN SALTER (San Diego County Office of Education)|
One of many benefits of self-management/self-monitoring interventions is that evidence supports these tools being implemented as Tier 1 through 3 interventions in the educational setting. This presentation will take a deep-dive visual walk through the steps employed throughout the first 18 months of the virtual development and in-person implementation of a school-wide self-monitoring procedure incorporating The Self and Match System. This presentation will guide the audience through the process of: 1) Relationship development with stakeholders and learning of current school-wide values, systems and tools. 2) Understanding of current practices and school culture to ensure continued implementation of successful practices; 3) Systematic planning to ensure integrity and validity of implementation of self-monitoring interventions,; 4) Development and enhancement of school-wide expectations to align with PBIS team’s visions; 5) Data-based decision making in initial implementation and progress monitoring; 6) Building capacity of on-site staff and systematic fading of consultative support; 7) Ongoing consideration of long-term scaling-up opportunities, coaching around tier 3 implementation of the intervention. Practical tips & tools to scale-up school-wide self-monitoring interventions & research supporting its implementation will be discussed.
|Self and Match Adapted to Enhance Classroom Implementation of Positive Behavioral Interventions and Supports|
|KATE SNIDER (University of Louisville)|
|Abstract: Many public schools in the United States use Positive Behavioral Interventions and Supports (PBIS) as their approach to managing school-wide behavior and to reduce office disciplinary referrals (ODRs). Despite the overall reduction in ODRs using a PBIS framework, African American students remain disproportionately overrepresented in ODR rates. Chronic disproportionality rates suggest a gap in teacher PBIS professional development and effective and equitable classroom implementation of PBIS practices. The Framework for Learning Implementation & Professional Development (FLIPD) is a structured approach that builds teacher capacity through self-assessment and monitoring of classroom practices to reduce the persistent disproportionality in ODRs for African American students. The Self and Match System was adapted to create the The Peer Matching Implementation Form which collects data over time to show how teachers are implementing knowledge gained from PBIS professional development in their classroom practices in an equitable manner. Additionally, The Peer Matching Implementation Form serves as an accountability mechanism for teachers to support their colleagues with professional development implementation. Lastly, a discussion of how administrators and professional development providers can use the tool to monitor progress and identify areas of need for future professional development will be reviewed.|