Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


50th Annual Convention; Philadelphia, PA; 2024

Event Details

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Symposium #394
CE Offered: BACB
The Self & Match System: A Systematic Review of the Literature and Clinical Applications in Preschool Settings
Monday, May 27, 2024
3:00 PM–4:50 PM
Convention Center, 100 Level, 112 AB
Area: AUT/EDC; Domain: Applied Research
Chair: Adam Hockman (MGH Institute of Health Professions & ABA Technologies)
Discussant: Saul Axelrod (Temple University)
CE Instructor: Saul Axelrod, Ph.D.

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.

Instruction Level: Basic
Keyword(s): inclusion, Self&Match, self-management, self-monitoring
Target Audience:

behavior analyst, school psychologists, teachers, school counselors

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) demonstrate the ability to identify target behaviors that are effectively addressed by The Self & Match System literature through analysis and evaluation; (2) identify various settings and age groups in which The Self & Match System can be implemented, by recalling and describing the pertinent information provided in the presentation; (3) identify different learner profiles and communication modalities that are effectively addressed by The Self & Match System, by interpreting the concepts presented during the session

The Self & Match System: An Essential Tool for Practitioner's- A Look Into Emerging Literature

KATHARINE M. CROCE (Holy Family University), Theoni Mantzoros (Felician University), Jaslie Castellanos (Felician University)

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.

The Self & Match System in a Pre-Inclusion Classroom to Decrease Challenging Behaviors
MAHEVAH FILDOR (08619), Danielle Brienza (The Bedrock Clinic & Research Center, Inc.), Tenaya Butler (The Bedrock Clinic & Research Center, Inc.), Heather Ziemba (The Bedrock Clinic & Research Center, Inc.)
Abstract: The Self & Match System is a self-monitoring system with an accountability component that is used as a behavioral intervention. The Self & Match System allows learners to self-monitor their own behaviors by taking accountability and monitoring of their own behavior. The student is an active participant in their behavior change. Self-management interventions help learners with autism spectrum disorder (ASD) to self-regulate their own behaviors in homes, schools and community settings. With these interventions, learners with ASD are taught to recognize appropriate and inappropriate behaviors to display, accurately monitor and record their own behaviors, and reward themselves for behaving in an appropriate manner (Neitzel et al., 2009). The purpose of the paper was to determine if the Self & Match System (Self-Monitoring) would be effective in decreasing challenging behaviors (throwing and tantrum) with an intermediate learner in a pre-inclusion classroom. The results indicated that the Self & Match System reduced learner’s challenging behaviors and allowed the learner to work successfully in a happy, relaxed and engaged environment.

Reducing Distress Behaviors With Non-Verbal Learners Using the Self & Match System

YU’NYAH JONES (The Bedrock Clinic & Research Center, Inc), Naomi Sanchez (08872), Sara Praticante (The Bedrock Clinic & Research Center, Inc), Melissa Engasser (The Bedrock Clinic & Research Center, Inc.)

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.


Self & Match System to Increase the Use of Positive Reinforcement With New Behavior Interventionist

MATTHEW C. HOWARTH (MeasurePM), Catherine E. Pope (Verbal Behavior Associates), Cameron Randall (Verbal Behavior Associates)

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.




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