Association for Behavior Analysis International

The objective of this symposium is to investigate the developing body of literature concerning the Self & Match System and to present dynamic applications of this intervention within the context of preschool education and staff training. First, a systematic review will be discussed which was conducted to comprehensively analyze the existing literature on the Self & Match System, an organized self-monitoring system characterized by a methodical approach and an integrated accountability component. The systematic review of the existing literature on the Self & Match System aims to explore the potential applications of this system across a range of behavioral categories, diverse settings, various age groups, and different disability categories. Next, the focus is centered on the examination of its implementation and effectiveness in preschool environments and staff training. The review includes two specific studies investigating the impacts of the Self & Match System within preschool settings. A third study utilized a Self and Match system as a training tool to increase the target behaviors of behavior interventionists working with children with special needs in a public-school setting. The comprehensive analysis aims to equip practitioners with a comprehensive understanding of the versatility of the expanding body of literature, thereby supporting the effective use of the Self & Match System to enhance assistance for their clients.

behavior analyst, school psychologists, teachers, school counselors

The Self & Match System, developed by Jamie Salter, Ed.S., BCBA, and Katharine Croce, Ed.D, BCBA-D in 2005, represents a comprehensive manualized self-monitoring approach supplemented with an accountability component. Geared toward teaching self-monitoring in a user-friendly manner, this system aims to facilitate the acquisition of positive behavioral, social, and academic outcomes. Widely employed by educators, therapists, and parents across diverse contexts, the Self & Match System serves as a catalyst for skill enhancement, fostering constructive behavioral changes, promoting self-sufficiency, and cultivating independence. This system has been implemented in various settings including homes, schools, and community setting. Drawing on the existing literature of self-monitoring, this intervention has exhibited efficacy throughout practical implementation. Despite its practical significance, a comprehensive systematic review of the literature pertaining to the Self & Match System has yet to be conducted. Thus, this study endeavors to contribute to the existing body of research on self-monitoring, specifically emphasizing the examination of a manualized self-monitoring intervention.

This research aims to contribute to the expansion of existing literature on self-monitoring, particularly in the context of The Self & Match System, a self-monitoring intervention with an accountability component, while implementing best practices for two specific participants engaging in distress behaviors. The primary objective was to mitigate distress-related behaviors, including instances of aggression, tantrums, and dropping, and concurrently promote the development of self-monitoring skills and self-awareness, encompassing the recognition of both distress behaviors and corresponding replacement actions. The research question under examination is: 'How can the implementation of the Self & Match System effectively reduce distress behaviors in non-verbal learners?' The findings revealed a noteworthy reduction in distress behaviors after the implementation of the intervention plan utilizing the Self & Match System. Moreover, a 'Sharing' program was evaluated and a substantial increase in the participants' accurate responses when engaging with peers and adults was found following the integration of the intervention.

The researchers utilized a Self and Match System, a manualized self-monitoring system that utilizes reinforcement as well as a social accountability component, as a training tool to increase the target behaviors of behavior interventionists working with children with special needs in a public-school setting. The target behaviors were the interventionists use of praise statements, conducting preference assessments and providing mand opportunities for the students. All participants were newly hired behavior interventionists, with less than three months of experience in the field, who had successfully completed a 40-hour Registered Behavior Technician Training course. The Self & Match form consisted of 3-4 target behaviors per participant; each with individualized questions/responses and 30-minute interval check-in times. All the questions were framed positively and had a target frequency goal to be used within the 30-minute interval. The results demonstrated an increase in the target behaviors during the implementation of the Self & Match System intervention. The durability of the increased performance by the behavior interventionists is currently being investigated.