Doing It MySELF: A Protocol Supporting Young Adults in Managing Their Behavior

Autor/inn/en	Clouse, Diane E.; Bauer, Anne M.
Titel	Doing It MySELF: A Protocol Supporting Young Adults in Managing Their Behavior
Quelle	In: TEACHING Exceptional Children, 49 (2016) 1, S.49-57 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916662244
Schlagwörter	Leitfaden; Unterricht; Lehrer; Self Advocacy; Self Control; Self Determination; Young Adults; Intellectual Disability; Transitional Programs; Best Practices; Student Needs; Participative Decision Making; Student Role; Student Empowerment; Intervention; Interviews; Observation; Problem Solving; Student Behavior; Evaluation; Generalization; Maintenance; Cooperative Planning + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Selbstbehauptung; Selbstbeherrschung; Selbstbestimmung; Young adult; Junger Erwachsener; Intellect; Disability; Disabilities; Verstand; Behinderung; Studienberechtigung; Interviewing; Interviewtechnik; Beobachtung; Problemlösen; Student behaviour; Schülerverhalten; Evaluierung
Abstract	Self-advocacy, self-management, self-regulation, and self-knowledge are complex terms, often considered forms of self-determination. Whatever term you may use, helping young adults with intellectual disability (ID) make authentic decisions about their own goals and behaviors often results in passive agreement. Even though advancing self-determination is considered best practice in transition planning for students with ID, teachers, paraprofessionals, and parents may have a difficult time transferring control. This shift is especially true when the goals expressed by the student are not the same as that of teachers, parents, or staff. Teachers and parents may become frustrated with the amount of time needed to support a student with ID in the decision-making and problem-solving processes and in that frustration, make the decision themselves. This, unfortunately, leaves most young adults with ID with little input in the intervention process and limited experience as the causal agent managing their own behaviors. Without input, there is little student ownership in the behavior change process. This article describes a protocol, SELF (Systematic participation, Empowering to implement, Leading ongoing evaluation, and Follow-up), which engages young adults with ID in self-monitoring; however, students, rather than teachers, are empowered in this process by identifying an interfering behavior, selecting a replacement behavior, implementing ways to increase the replacement behavior, and supporting their ongoing self-evaluation. The protocol steps are based on a modified PASSKey design for naturalistic interventions for young children, and align with the steps for self-monitoring and the problem-solving framework of the Self-Determined Learning Model of Instruction. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01